:k  cam- 


;  • CAMP 
WELCH 


ItKICANUNlVERSITY-SERIES 


YALE 

Her  Campus,  Class-Kooms,  and  Athletics 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


YALE 

Her  Campus,  Class-Rooms,  and  Athletics 


By 
LEWIS   SHELDON    WELCH 

AND 

WALTER    CAMP 

WITH     INTRODUCTION 

BY    SAMUEL    J.    ELDER 


Illustrated 


BOSTON 
L.  C.  PAGE    AND    COMPANY 

(Incorporated) 
1899 


Copyright,  i8gg 
By  L.   C.    Page  and  Company 
( Incorporated ) 


SSntbcrsitg  Jfrcsis 

John   Wilson  and  Son,   Cambridge,   U.  S.  A. 


6337 . 


INTRODUCTION 

WHEN  the  last  waiter  has  slipped  from  the  room, 
and  the  incense  rises  over  the  tables,  and  the 
lights  look  out  from  under  their  colored  fringes,  and 
Yale  is  alone  with  itself,  it  falls  to  the  lot  of  some  one 
to  push  back  his  chair  and  rise  up  for  the  naming  of 
the  speakers.  It  is  not  often  given  to  such  an  one  to 
have  peeped  inside  the  leaves  of  the  speeches  which  are 
to  be,  and  to  foretaste  the  evening's  entertainment. 
But  that  has  been  my  good  fortune  to-night.  "  Yale, 
—  her  Campus,  Class-Rooms,  and  Athletics  "  lies  before 
me  in  broad,  smooth  leaves,  fresh  from  the  press,  ready 
for  the  binder's  art.  The  casual  glance  I  was  to  have 
given  it,  before  announcing  its  speaking  chapters  to  the 
world  of  Yale,  has  grown  long,  and  the  leaves  have 
turned  and  turned  well  into  the  hours  of  the  night.  The 
old  college  and  the  new  university,  —  the  old  days  and 
the  new  days,  —  the  old  boys  and  the  new  boys,  who 
are  as  dear  comrades  as  the  old  ones,  —  the  old  crews 
and  teams,  and  the  later  ones,  —  have  passed  before 
eyes  that  grew  proud  and  tender,  sad  and  laughing  by 
turns,  but  confident  and  grateful  all  the  time.  New 
faces,  new  buildings,  new  courses,  have  come  since  our 
day.  We  have  looked  askance  at  the  changes,  —  we 
have  questioned  each  other  under  our  breath  if  the 
Yale,  as  we  knew  it  and  believed  it  should  be,  was  pass- 
ing away,  —  if  the  coming  of  wealth  and  fine  raiment 
had  left  room  for  the  sterling  things  we  prized  most. 

More  than  anything  else  to  me  this  book  answers  the 
questions.     It  is  the  old  Yale,  full  of  fun,  but  robust, 


191':964 


vi  INTRODUCTION. 

forceful,  in  earnest,  and  self-denying  to  reach  results; 
believing  that  some  things  are  forever  worth  while,  that 
men  are  to  be  tried  by  what  they  do  and  are,  that  all 's 
well  with  the  world,  and  that  the  nobility  of  Yale  birth 
compels  us  to  service  of  country  and  of  her. 

We  have  wandered  about  the  campus  of  late  years 
and  missed  much.  The  old  crowd  was  not  at  the  fence, 
and  the  fence  itself  no  longer  faced  the  world,  but  had 
sought  the  cloister.  The  kaleidoscope  had  turned  the 
stiff  brick  row  into  courts  and  quadrangles  with  fac- 
ings of  granite  and  marble.  The  comfortable  seats  on 
the  turf  at  Hamilton  Park  had  spruced  up  into  the 
Grand  Stand  of  the  Yale  Field.  The  long  nines  had 
passed  away,  and  the  cheers,  triumphant  in  two  decades 
of  Yale  victories,  rattled  like  musketry  to  the  measure 
of  a  Greek  poet.  The  young  fellows  about  did  not 
know  us,  and  it  all  seemed  strange.  But  this  book 
makes  me  feel  at  home.  However  it  may  be  when  I 
next  see  New  Haven,  to-night  I  am  one  of  the  boys, 
and  forever  I  am  sure  of  the  kinship  of  all  Yale  men. 

I  have  no  better  wish  for  the  Yale  Brotherhood,  wher- 
ever it  may  be,  —  writing  sermons,  briefs,  or  prescrip- 
tions ;  at  the  club,  or  on  the  ranch  or  railroad ;  sitting 
by  the  city  grate  or  country  fireside,  or  fanning  itself 
in  the  trenches  about  Manila,  —  than  that  it  should  find 
the  comfort  in  this  book  which  I  have  found. 

Gentlemen, —  I  have  the  pleasure  of  introducing  to 
you  —  the  authors. 

SAMUEL   J.   ELDER. 

Boston,  April  3,  1S99. 


Contents. 


Page 

INTRODUCTION v 

ACKNOWLEDGMENTS xv 

THE   POINT   OF  VIEW xvii 

ilart  I. 
THE   YALE   CAMPUS. 

Chapter 

I.     As   TO    MAKING   A    YaLE    MaN I 

II.   The  Initiation 4 

III.  The  Sense  of  Membership 10 

IV.  Living  only  in  Yale 13 

V.  Running  Yale  as  Senior 19 

VI.   Getting  out  of  Yale  —  and  into  it  again  ....  22 

VII.   The  Fight  to  Save  the  Fence 27 

VIII.  Living  and  Working  by  Classes 35 

IX.  In  Battell  Chapel 43 

X.   In  the  Yale  Young  Men's  Christian  Association  50 

XI.  The  Prom  and  the  Prom  Visitor 66 

Xll.  Yale  Journalism 75 

XIII.  The  Revival  of  Debate 92 

XIV.  Tap  Day  and  the  Society  System 99 

XV.  The  College  Dean 120 

XVI.  Yale  Organization 129 

XVII.  A  Reunion 134 

XVIII.   The  Graduate  and  the  University 141 

XIX.   Some  of  the  Ways  of  Yale 145 

XX.  The  Poor  Student's  Opportunities 154 

XXI.  "For  God,  for  Country,  and  for  Yale"    ....  161 


CONTENTS. 


APPENDICES. 
Chapter  Page 

I.   Yale  Customs  and  Traditions i8i 

II.    CONDKNSED    HiSTORV   OF   DEBATING   AT    YaLE l86 

III.  Yale  Publications,  Past  and  Present 192 

IV.  Yale  Societies 204 

V.  Condensed    Data    of    Yale's    Voluntary,    Organized 

Religious  Work 210 


^art  II. 
THE   YALE   CLASS    ROOMS. 

I.  Yale,  the  College  and  University 219 

II.  Yale  College 224 

III.  The  Scientific  School 247 

IV.  The  Divinity  School 256 

V.  The  Medical  School 264 

VI.  The  Law  School 271 

VII.  The  School  of  Fine  Arts 276 

VIII.  The  Department  of  Music 283 

IX.  The  Graduate  School 291 

X.  Philosophy 301 

XI.  Political  and  Social  Science 306 

XII.  History 312 

XIII.  Semitic  Languages  and  Biblical  Literature  .    .    .  319 

XIV.  The  Classics 324 

XV.  Modern  Languages 334 

XVI.  English 342 

XVII.  Natural  and  Physical  Sciences 350 

XVIII.  Mathematics,  Engineering,  and  Astronomy    .    .    .  366 

XIX.  The  Library 383 

XX.  Moneys  and  Buildings      389 


CONTENTS. 


APPENDICES. 

Chapter  Page 

I.  Chronology  of  Yale  College 395 

II.  Chronology  of  the  Sheffield  Scientific  School     .  406 

III.  Chronology  of  Yale  Divinity  School 410 

IV.  Chronology  of  the  Medical  School 414 

V.  Chronology  of  the  Graduate  School 418 

VI.  Chronology  of  the  Law  School 420 

VII.  Chronology  of  Yale  School  of  the  Fine  Arts    .    .  423 

VIII.  Tables  of  Attendance 424 

IX.  Table  of  Gifts 429 

X.  Table  of  Administrations 445 

XI.   Representation  by  Sections 446 

XII.  Record  of  Appointments 447 


Part  III. 

ATHLETICS   AT   YALE. 

I.  What  Athletics  has  meant  at  Yale 451 

II.  Rowing  at  Yale 458 

III.  Football 513 

IV.  Basebali 551 

V.  Track  Athletics 577 

VI.  Outside  Athletics 621 


List   of  Illustrations. 

PART    I. 

Pack 

President  Timothy  Dwight Frontispiece 

Professor  George  J.  Brush xvii 

Phelps  Gateway 2 

The  Old  Senior  Fence 20 

The  Old  Fence  Corner 27 

Sophomore  Fence  (Feb.  22,  1899) 33 

Yale  Infirmary.  —  Yale  University  Club 3S 

Battell  Chapel 43 

The  Old  Library.  —  Dwight  Hall 52 

Alumni  Hall.  —  Theological  School  Buildings 93 

Skull  and  Bones  Hall 99 

Scroll  and  Key  Hall 102 

Wolf's  Head  Hall 107 

Junior  Society  Halls loS 

The  Colony no 

The  Cloister 112 

St.  Anthony's 114 

York  Hall 116 

St.  Elmo .-    .     .  iiS 

Professor  Henry  P.  Wright 127 

Yale  Platoon,  Light  Battery  A.,  C.  V 132 

Class  Day  Harvard-Yale  Ball  Game.  —  Commencement  Day 

Procession 134 

A  Reunion  Group 138 

Scenes  on  the  Campus I47 

College  Characters 150 


xii  LIST   OF   ILLUSTRATIONS. 

PART    II. 

Page 

Welch  Hall.  — Osborn  Hall 224 

White  and  Berkeley  Halls 230 

Sheffield  Scientific  School  Buildings 247 

Biological  Laboratory 248 

South  Sheffield  Hall 252 

Sloane'Laboratory.  —  Kent  Laboratory 254 

Professors  of  the  Divinity  School  (I.) 256 

Professors  of  the  Divinity  School  (II.) 260 

]\Icdical  School 264 

Professors  of  the  Medical  School  (I.) 266 

Professors  of  the  Medical  School  (II.) 268 

Law  School  (as  projected) 271 

Professors  of  the  Law  School  (I.) 272 

Professors  of  the  Law  School  (II.) 274 

Yale  School  of  the  Fine  Arts 276 

Professors  of  the  School  of  Fine  Arts 280 

Professors  of  the  Department  of  Music 285 

Peabody  Museum  (as  projected) 291 

Late  President  Noah  Porter 301 

Professors  of  the  Department  of  Philosophy 304 

Professors  of  the  Department  of  Political  and  Social  Science  308 

Professors  of  the  Department  of  History 314 

The  Woolsey  Statue 325 

Late  William  D.  Whitney 328 

Professors  of  the  Department  of  the  Classics  (L)    .     •     .     •  330 

Professors  of  the  Department  of  the  Classics  (II.)  ....  332 

Professors  of  the  Department  of  Modern  Languages    .     .     .  337 

Professors  of  the  Department  of  English 343 

Late  James  D.  Dana 351 

Late  Othniel  C.  Marsh.  —  Residence  of  Professor  Marsh      .  353 
Professors   of    the    Department  of    Natural   and    Physical 

Sciences  (I.) 354 


LIST    OF   ILLUSTRATIONS.  xiii 

Page 

Professors   of    the    Department   of    Natural    and    Physical 

Sciences  (II.) 358 

Professor  Russell  H.  Chittenden 360 

Professors   of    the    Department   of    Natural    and    Physical 

Sciences  (HI.) 362 

Professors  of  the  Department  of  Mathematics 369 

Professors  of  the  Department  of  Engineering 374 

Late  Hubert  A.  Newton 378 

Professors   of   the    Department   of   Astronomy.  —  The  Yale 

Observatory 380 

New  Library 384 

Interior  of  Campus,  looking  from  Durfee,  while  Old  Build- 
ings were  standing 391 

Vanderbilt  Hall 394 

PART    III. 

Professor  Eugene  L.  Richards 452 

Mr.  Robert  J.  Cook. — Yale  Boathouse 460 

The  Yale  Record  Crew  (1888) 466 

Finish  of  Yale-Leandcr  Race 488 

Crew  of  1897 490 

Football  Team  of  18S1 519 

Football  Team  of  1884 521 

Football  Team  of  1890.  —  Football  Team  of  1894    ....  526 

Football  Team  of  1897 532 

Baseball  Nine  of  1888 556 

Baseball  Nine  of  1891.  —  Baseball  Nine  of  1S95       ....  558 

Baseball  Nine  of  189S 560 

Track  Team  of  1895 580 

Some  Track  Athletes 584 

New  Gymnasium.  —  Old  Gymnasium,  now  Commons  .     .      .  628 


ACKNOWLEDGMENTS 

THE  third  of  the  three  divisions  of  this  book,  the  story 
of  Yale  life  on  the  field  and  river,  is  told  by  one 
who  has  been  a  part  of  it  since  it  has  taken  its  very  large 
place  in  the  College  and  University.  The  other  author 
must  here  confess  his  responsibility  for  that  contained  in 
the  other  two  divisions,  but  he  cannot  claim  the  credit  that 
may  attach  to  certain  chapters.  Many  will  recognize  in 
the  chapter  on  the  Academic  Department  the  researches 
and  condensations  of  Prof.  John  C.  Schwab  of  the 
Academic  Faculty.  Prof.  Robert  N.  Corwin  of  the 
Scientific  School  Faculty  has  shown  the  methods  and 
the  ideals  of  that  Department,  in  the  chapter  on  the 
Scientific  School.  The  sketch  of  the  Art  School  is 
made  by  its  Director,  Prof.  John  F.  Weir.  In  the 
chapter  on  the  Divinity  School,  the  Rev.  Herbert  J. 
Wyckoff  has  given  his  impressions  of  its  spirit  and  plan 
in  teaching  theology;  while  the  material  for  the  sketch 
of  the  Medical  School  was  carefully  prepared  by  Mr. 
John  F.  Burnham  of  that  Department.  In  the  first 
division  of  the  book,  the  chapter  on  Debating  comes 
from  one  who  has  been  leader  in  its  revival  at  Yale, 
Walter  Haven  Clark  of  the  Class  of  1896. 

It  is  not  possible  to  specifically  acknowledge  very 
material  and  indispensable  assistance  given  by  others, 
officers  and  graduates,  who  have  willingly  taken  much 


xvi  YALE. 

work   upon   themselves  in   friendly   good-will    for   the 
book.     May  their  labor  not  have  been  in  vain. 

For  historical  references,  particularly  in  the  tables, 
constant  use  has  been  made  of  the  late  William  L. 
Kingsley's  "  Yale  College,"  whose  two  large  volumes 
cover  almost  everything  one  can  think  of  down  through 
the  first  three  quarters  of  this  century;  and  Professor 
Baxter's  "  Yale  University,"  which  carries  the  story  of  the 
institution  down  to  the  end  of  the  Porter  Administration 
in  a  condensed,  clear,  and  most  reliable  form.  Although 
this  book  is  in  an  entirely  different  field,  acknowledg- 
ment should  also  be  made  for  the  help  received  from 
the  very  thoughtful  study  of  Yale  prepared  by  Professor 
Hadley  a  few  years  ago.  For  the  data  of  many  of  the 
periodicals  and  some  society  statistics,  Bagg's  "  Four 
Years  at  Yale  "  has  been  used. 

L.  S.  W. 


Professor  George  J.  Brush 
Formerly  Director  of  the  Sheffield  Scientific  School 


THE   POINT    OF  VIEW. 

YALE  is  a  place  for  work.  Our  old  friend  of 
remote  graduation  reluctantly  admitted  it,  when 
he  said,  "  The  College  would  be  a  pleasant  place  to  live 
in,  if  it  were  not  for  its  religious  and  literary  exercises." 
He  doubtless  succeeded  in  a  measure  in  removing  for 
himself  these  drawbacks,  but  it  is  not  much  of  a  hazard 
to  say  that  he  was  busy ;  for  few  who  go  to  Yale  and 
stay  are  not.  The  student  is  held  steadily  to  a  reason- 
able measure  of  mental  effort,  whether  or  no  he  went  to 
New  Haven  to  learn  from  his  teachers  and  his  books. 
In  his  life  with  his  fellows  he  is  held  as  steadily  and 
more  relentlessly  to  some  kind  or  other  of  labor. 
Otherwise  he  is  not  of  that  life.  There  are  few  excep- 
tions to  this  rule. 

Yale,  as  the  place  of  work,  is  primarily  the  place  of 
study  and  effort  and  training,  and  research,  too.  As  to 
just  how  this  workshop  of  the  mind  is  outfitted,  cata- 
logues and  reports  give  specifications  in  plenty.  But 
it  may  not  be  without  interest,  to  those  who  really  want 
to  know  about  the  place,  to  see  some  of  those  facts,  in 
form  other  than  the  catalogue,  and  so  as  to  be  under- 
stood by  those  who  do  not  follow  in  detail  the  march  of 
the  army  of  education. 

And  so  this  book,  in  one  of  its  divisions,  tells  of  the  sys- 
tems and  ideals  of  education  in  the  different  departments 
of  the  University,  and  supplements  that  with  something 


xviii  YALE. 

about  the  different  teachers  and  investigators  in  certain 
general  departments  of  learning,  showing  how  they  co- 
operate in  the  Graduate  School,  to  lead  those  who  are 
pushing  out  beyond  the  common  confines  of  a  liberal 
education  into  their  chosen  fields.  Such  a  sketch  is 
bound  to  be  only  suggestive,  but  there  is  much  to 
suggest. 

Those  who  come  to  work  in  Yale  must  live  in  Yale, 
and  with  their  work  they  must  have  their  play;  and 
they  make  for  themselves  whole  departments  of  Yale 
instruction,  learning  and  teaching  how  to  live  together 
so  as  to  get  and  give  the  most.  So  first  we  go  to 
the  campus  where  they  live  —  into  the  Society  of  Yale 
—  and  try  to  tell  you  something  about  that.  Then  we 
go  into  their  courses  and  laboratories  and  museums  — 
into  the  Workshop  of  Yale.  And  from  work  to  play,  as 
it  is  in  life  —  to  the  field,  to  the  river,  to  the  gymnasium, 
where  there  is  another  side  of  the  Yale  education. 
Upon  the  relative  importance  of  these  three  ways  of 
teaching  young  men  and  of  letting  young  men  teach 
one  another,  it  is  unnecessary  to  make  declaration. 
In  each  are  its  innumerable  opportunities,  for  him 
with  strong  and  open  heart  and  ready  mind. 

Yale  is  very  much  like  other  colleges  and  universities  in 
many  ways,  but  in  other  ways  it  is  unlike  any.  The 
place  has  its  own  character,  grown  out  of  two  hundred 
years  of  life,  and  we  have  tried  to  suggest  it.  Students 
are  in  many  ways  like  other  young  men  of  equal  age 
and  the  same  positions  in  life,  and  they  are  very  dif- 
ferent in  many  ways.  In  the  points  of  identity  we  are 
not  interested.  We  do  not  consider  them  altogether 
strange  creatures,  neither  to  be  explained  nor  especially 
located   in  the   Divine  economy,  as  some   preach ;   but 


THE   POINT   OF  VIEW.  xix 

they  would  be  the  strangest  sort  of  creatures,  if  under 
the  conditions  of  campus  life  they  did  not  make  a  little 
world  of  their  own,  with  many  points  of  departure  from 
the  rest  of  the  world.  Some  of  these  we  try  to  show. 
There  are  possibilities  in  the  influences  of  that  little 
world  which  may  well  be  matched  against  powers  and 
spheres  of  influence  that  fill  more  columns  in  the  news- 
papers and  a  hundred  times  more  pages  of  history. 
Order  that  httle  world  as  it  may  be  ordered,  not  only 
in  the  class-room,  but  on  the  Fence,  on  the  field,  and 
on  the  window-seat,  and  that  which  goes  into  many 
columns  and  pages  may  therefore  be  much  more  worthy 
the  record. 

Yale  is  one  of  the  brotherhood  of  colleges.  Some 
will  have  it  that  she  is  particularly  the  national  institu- 
tion of  America;  but  this  is  not  the  place  for  claims. 
It  is  enough  to  say  that  she  is  one  of  those  whom  God 
has  called  to  light  and  lead  a  people.  She  may,  with 
others,  bend  the  higher  course  of  a  national  force,  which 
shall  be  greater  than  the  world  has  yet  seen.  She  is  set 
among  a  people  whose  riches  overflow;  whose  muscles 
are  tense ;  whose  heart  is  restless  with  a  sense  of  might 
and  responsibility;  among  whom  the  thoughtful  are 
anxious  only  that  a  power  without  parallel  may  be  wisely 
applied  for  the  blessing  of  the  world.  With  her  allies 
Yale  stands  up,  yet  prayerfully,  to  her  godlike  work ; 
their  sympathy  and  co-operation  she  asks,  and  to  them, 
as  they  labor  to  the  same  end,  she  offers  her  good-will 
and  sends  her  hopes.  Can  there  be  among  these  co- 
workers any  wrangling,  or  bitterness,  or  jealousy,  or 
suspicion,  without  an  outrage  to  the  feelings  of  every 
patriot  scholar?  This  book  does  not  speak  particularly 
of  Yale's  relations  to  Harvard,  or  Princeton,  or  Colum- 


XX  YALE. 

bia,  or  Cornell,  or  to  the  great  universities  of  the  West 
and  the  South.  It  is  assumed  that  every  rational  man 
shall  think  of  these  institutions  as  related  by  the  com- 
mon ties  of  a  high  and  holy  responsibility.  Every  other 
feeling  is  so  petty,  so  unworthy,  that  it  can  never  be 
more  than  temporary.  It  is  surely  not  worth  the 
record. 

Except  in  athletics,  where  the  history  is  complete, 
the  body  of  this  book  is  a  story  of  modern  Yale,  a  his- 
tory of  our  own  times.  The  past  is  drawn  on  only  as  it 
seemed  necessary  to  set  forth  the  present.  But,  for 
those  who  desire  a  book  of  reference,  chronological 
tables  have  been  arranged,  covering  not  only  the  history 
of  the  College  and  the  different  departments,  but  with 
records  of  attendance  and  of  scholarship,  figures  of  sec- 
tional representations  and  a  table  of  gifts,  marking  the 
stream  of  generosities  which  made  possible  the  begin- 
ning of  Yale  and  her  history.  On  the  side  of  strictly 
student  life,  the  histories  of  institutions  which  are  par- 
ticularly characteristic  of  it  have  been  given  in  con- 
densed form.  These  include  the  history  of  periodicals 
and  publications,  of  all  sorts  of  societies,  of  intercol- 
legiate debating  contests,  the  origin  of  customs,  and 
the  story  of  the  growth  of  Yale's  voluntary  religious 
work. 

Within  a  little  more  than  a  decade,  the  University 
has  come  out  of  the  College,  numbers  of  students  have 
more  than  doubled,  equipment  of  great  value  has  been 
added,  teachers  and  instructors  to  the  number  of  twice 
the  old  force  have  been  enlisted  for  the  greater  work. 
Some  of  the  older  men  have  gone,  —  lights  of  Yale, 
leaders  in  learning.  Others  have  labored  on  in  their 
footsteps  to  honor  and  usefulness.    And  of  these  things, 


THE   POINT   OF   VIEW.  xxi 

this  book  tries  to  set  down  some  of  those  more  easy  of 
record. 

It  is  not  attempted  to  characterize  the  administration 
of  the  President,  under  whose  leadership  these  things 
have  come  about.  Since  the  facts  are  here,  such  read- 
ers as  the  book  may  have,  will  easily  reach  their  own 
conclusions.  But,  while  we  have  been  putting  these 
facts  together,  the  end  is  foretold  by  the  President  him- 
self of  his  own  work.  When  the  Corporation  of  Yale 
reluctantly  accepted  the  fact  that  the  second  Dwight 
administration  would  close  with  the  academic  year 
1898-99,  they  put  certain  things  on  record  which  are 
well  worth  the  reproduction  here :  — 

"  The  Committee,  to  which  the  President's  letter  of  resig- 
nation was  referred  by  the  Corporation,  respectfully  reports, 
recommending  the  adoption  of  the  following  preamble  and 
resolutions  : 

"Whereas,  at  a  meeting  of  the  Corporation  held  November 
17th,  1898,  the  revered  and  distinguished  President  of  the 
University,  in  a  written  communication,  laid  before  it  the 
resignation  of  his  office,  to  take  effect  at  the  end  of  the  current 
academic  year,  in  view  of  the  fact  that  he  had  reached  the  age 
of  seventy  years,  and  had  long  set  for  himself  that  limit  to  his 
administration ; 

"And  Whereas,  urgent  representations  on  the  part  of  the 
Corporation  and  of  its  committee  have  failed  to  persuade  him 
to  postpone,  as  the  Fellows  would  unanimously  desire,  the  date 
at  which  he  proposed  that  his  resignation  should  take  effect ; 

"  Therefore,  Resolved  :  That  the  Corporation,  in  deference 
to  President  Dwight's  matured  decision  and  the  reasons  for  it 
existing  in  his  own  mind,  reluctantly  accepts  his  resignation  in 
accordance  with  its  terms. 

"  Resolved,  further :  That  in  the  judgment  of  the  Corpora- 
tion, the  administration   of  President  Dwight  has  abundantly 


XXll 


YALE. 


vindicated  the  wisdom  of  tliose  who,  twelve  and  a  half  years 
ago,  at  a  critical  moment  in  the  history  of  this  institution,  called 
him  to  undertake  it,  and  it  v;ill  be  a  memorable  period  of  that 
history  in  all  future  time.  Entering  ujion  his  office  just  as  the 
transition  from  College  to  University  became  an  accomplished 
fact,  he  has  guided  the  development  of  the  new  conditions  and 
relations  with  courage,  skill,  patience,  and  resolution.  ■  During 
this  eventful  period,  the  endowments  entrusted  to  the  Corpora- 
tion have  more  than  doubled  in  amount ;  new  buildings  have 
been  erected  of  more  than  two  millions  of  dollars  in  value ;  the 
annual  income  of  the  Corporation  for  all  purposes  has  increased 
more  than  one  hundred  and  fifty  per  cent ;  the  number  of 
officers  and  instructors  has  increased  very  nearly  125  per  cent, 
and  the  number  of  students  in  all  departments  nearly  135  per 
cent.  Nor  do  these  figures  more  than  proportionately  indicate 
the  advances  which  have  been  made  in  all  directions. 

"  In  the  progress  thus  exhibited,  the  personal  character  and 
personal  service  of  President  Dwight  have  been  a  most  signifi- 
cant factor,  and  with  noteworthy  disinterestedness  and  devotion 
he  himself  has  given  the  University  considerably  more  than 
^100,000,  or  more  than  twice  the  amount  of  the  remuneration 
to  which  his  office  was  entitled. 

"  The  members  of  the  Corporation,  in  this  retrospect,  mindful 
withal  of  the  many  years  in  which  Dr.  Dwight  was  a  diligent,  a 
scholarly,  and  a  sympathetic  instructor,  and  of  the  grateful  remem- 
brance in  which  he  is  held  by  his  students,  find  it  difficult  ade- 
quately to  express  their  appreciation  of  his  efforts  in  behalf  of 
the  various  departments  of  the  University  or  their  personal 
regard  for  him.  They  desire,  however,  to  place  upon  their 
records,  and  to  give  to  the  alumni  and  the  public,  at  least  this 
testimony  to  what  he  has  accomplished,  in  justice  to  themselves, 
to  the  several  Faculties,  and  to  the  general  feeling  of  the  city 
and  the  commonwealth,  in  the  midst  of  which  he  has  lived  and 
wrought  a  great  public  service  with  eminent  integrity,  fidelity, 
and  success.     Into  the  well-earned  retirement  which   he   has 


THE   POINT   OF   VIEW.  xxiii 

chosen  there  will  follow  him  the  heartfelt  wish  of  them  all  that 
his  remaining  days  may  be  tranquil,  that  his  life  may  be  pro- 
longed, that  he  may  richly  enjoy  every  possible  recompense  of 
an  honored  and  a  useful  career." 

It  was  a  remarkable  coincidence  that  the  same  meet- 
ing of  the  Corporation  which  was  called  upon  to  hear 
the  reading  of  the  President's  resignation  should  have 
also  been  informed  that  he  who  had  more  than  any 
other  man  made  the  Sheffield  Scientific  School  of  Yale 
University  had  felt  it  necessary  to  decline  further  active 
service.  This  is  how  the  Fellows  voiced  their  feelings 
concerning  the  significance  of  the  close  of  the  Brush 
administration :  — 

"  This  body  receives  and  accepts,  with  profound  regret,  the 
resignation  of  Prof.  George  J.  Brush  as  Director  of  the  Sheffield 
Scientific  School.  In  so  doing,  however,  it  desires  to  put  on 
record  its  regard  for  him  as  a  scholar,  as  a  teacher,  and  as  a 
man,  and  furthermore  its  appreciation  of  the  great  work  which 
he  has  accomplished  during  his  long  term  of  service.  From 
the  date  of  his  induction  into  his  professorship  in  1855,  he  has 
given  himself  up,  with  untiring  energy,  to  the  cause  of  education 
in  this  institution,  and  has  brought  to  its  service  both  scientific 
and  business  qualifications  of  the  highest  order.  It  is  to  his 
unwearied  and  unselfish  efforts  that  the  department  of  the  Uni- 
versity of  which  he  has  been  the  head  owes  largely  its  develop- 
ment and  prosperity.  The  success  that  has  crowned  his  efforts 
is  as  visible  to  all  as  it  is  gratifying  to  us,  and  must  be  to  him  ; 
for  it  is  seldom  the  case  that  it  is  permitted  to  any  one  to  wit- 
ness during  his  own  lifetime  results  so  conspicuous  of  ability, 
energy,  and  unswerving  devotion  to  a  high  ideal.  The  Scien- 
tific School,  which  owes  so  much  to  him  for  its  present  flourish- 
ing condition,  is  a  monument  of  his  labors  that  speaks  more 
strongly  than  can  any  words  of  ours ;  yet  we  should  feel  that 
we  had  been  unfaithful  to  our  own  convictions,  if  we  did  not 


xxiv  YALE. 

ourselves  bear  testimony  to  the  unselfishness,  the  zeal,  and  the 
efificiency  which  he  has  uniformly  displayed  during  his  more  than 
forty  years'  connection  with  the  University.  Our  good  wishes 
will  continue  to  follow  him  in  his  retirement,  attended  with  the 
hope  and  belief  that  the  inspiration  which  has  enabled  him  to 
accomplish  so  great  results  with  means  so  inadequate  will  remain 
with  those  who  succeed  to  his  cares  and  responsibilities." 

For  Professor  Brush  a  natural  successor  has  been 
found,  and  the  beginning  of  the  directorate  of  Prof. 
Russell  H.  Chittenden  has  promised  a  future  consistent 
with  a  splendid  past.  As  for  the  Presidency,  the  way  in 
which  the  alumni  and  the  country  at  large  have  viewed 
the  task  of  selecting  a  successor  to  President  Dwight, 
has  shown  a  general  recognition  of  an  opportunity  for 
Yale  and  for  education  which  it  is  hard,  if  at  all  pos- 
sible, to  parallel. 

And  so  an  era  in  Yale  has  closed.  That  is  the  point 
of  view.  And  how  is  it  with  Yale  as  she  reaches  the 
close  of  this  era?  She  has  changed  many  ways  and 
forms  of  life;  indeed,  is  constantly  experimenting. 
While  the  plates  for  this  book  were  being  cast,  the 
ancient  and  honorable  society  of  Phi  Beta  Kappa  took 
the  almost  revolutionary  step  of  refusing  to  be  alto- 
gether bound  by  the  marking  book  in  the  selection  of  its 
members ;  the  Faculty  diminished  by  one  half  the  great 
January  feast  of  the  beautiful :  in  more  mundane  matters, 
the  "  Record  "  editors  declared  that  only  Seniors  were 
competent  trustees  of  their  paper,  and  "  News  "  editors 
sought  to  save  life  by  giving  each  contributor  only  a  part 
of  the  paper  to  prepare,  and  not  all  of  it,  thereby  changing 
immemorial  custom.  And  may  this  healthy  restlessness 
continue,  no  matter  with  how  much  disadvantage  to  the 
historian. 


THE   POINT    OF   VIEW.  xxv 

The  changes  that  mean  much  are  the  slower  ones ; 
and  by  telling  of  these  and  of  the  points  which  do  not 
change,  which  mean  the  more,  we  hope  that  the  pages 
on  the  Campus,  which  follow,  will  somewhat  suggest 
the  manner  of  life  and  the  state  of  health  of  Yale,  as  she 
comes  to  her  two  hundredth  birthday. 


PART    I 


THE     YALE     CAMPUS 


By   lewis   SHELDON  WELCH 


YALE. 

• 

CHAPTER   I. 

AS   TO   MAKING   A   YALE   MAN. 

MR.  JOHN  KENDRICK  BANGS,  according  to 
his  report  to  a  learned  society  in  New  Haven, 
has  a  young  son  who  always  asks  his  father  to  bring 
back  to  him,  from  whatever  point  his  travels  take  him, 
a  peculiar  product  of  the  place.  Just  before  Mr.  Bangs 
took  a  trip  to  the  South,  two  years  or  so  ago,  he  received 
the  usual  final  orders  from  his  boy,  and  obeyed  by  car- 
rying back  an  alligator  to  the  banks  of  the  Hudson. 
When  Mr.  Bangs  started  a  little  later  for  New  Haven 
to  deliver  a  lecture  before  the  Phi  Beta  Kappa  Society, 
the  usual  parting  conversation  with  the  youth  took  this 
form :  — • 

"  Where  are  you  going,  Papa.-*  " 

"To  New  Haven,  my  boy." 

"What  do  they  make  at  New  Haven,  Papa.?" 

"Yale  men,  my  son." 

"Bring  me  one,  Papa." 

Because  he  already  had  an  alligator,  and  for  other 
reasons,  the  father  declined  to  accept  this  commission. 

Mr.  Bangs,  besides  commending  himself  to  his  audi- 
ence, suggested  a  study,  which  he  did  not  further 
develop  that  night.     Its  treatment  might  have  partially 


2  YALE. 

come  under  his  subject  of  the  evening  —  a  study  of 
humor  —  but  the  best  of  it  would  not  have  found  place 
there.  A  i^lain  talc  may  set  in  order  some  of  the 
points  in  the  making  of  a  Yale  man. 

The  writer  has  in  mind  one  of  the  sons  of  Yale 
who  used  to  like  to  study  out  the  relations  of  the  place 
to  the  boys  who  went  into  it  and  the  "  boys  "  who  keep 
a  place  in  it  till  snows  of  years  crown  them  and  the 
three  or  four-score  mark  is  past.  This  particular 
young  fellow  used  to  say  that  he  woke  up  to  the  idea 
of  being  a  part  of  the  place  called  Yale,  one  night  in 
the  Fall  term  of  Freshman  year  as  he  walked  across 
the  Green.  It  was  a  little  after  the  close  of  the  foot- 
ball season,  and  about  the  beginning  of  that  other 
strenuous  period,  examination  week.  The  youth  never 
satisfactorily  explained  the  significance  of  time  and 
place.  But  some  boys  get  that  feeling  in  some  such 
definite  way  and  others  have  no  definite  ideas  on  the 
subject  at  all.  It  is  worth  while  speaking  of  it,  just 
to  notice  what  came  before  and  after  it. 

This  youth  was  about  the  usual  kind  of  a  Freshman, 
and  could  not  claim  to  have  seen  or  done  or  been  any- 
thing out  of  the  ordinary.  He  had  gone  to  the  Col- 
lege school  at  his  own  home,  and  so  it  was  his  first  bit 
of  foreign  residence,  of  association  with  any  place  but 
his  own  town,  and  with  any  immediate  friends  but 
those  of  his  own  neighborhood. 

Like  thousands  of  other  boys  he  had  been  told  about 
Yale,  and  had  read  about  it,  and  looked  forward  to  the 
time  when  he  should  go  there.  Like  most  of  the 
others  of  those  thousands,  he  felt  a  perfect  stranger 
when  he  reached  New  Haven  and  first  pressed  his  feet 
against  the  sand  and   the  dock-weeds  of  the   historic 


Phelps  Gateway 


AS   TO   MAKING   A   YALE   MAN.  3 

square.  There  were  friends  at  the  College,  young 
men  he  had  known  at  home;  but  what  were  they  to 
him  now,  or  he  to  them?     This  was  a  different  world. 

He  had  begun  to  live  in  this  new  world  with  reason- 
able dispatch,  not  declining  the  opportunities  to  learn 
the  place  and  the  men  who  made  the  place.  Let  us 
go  with  him  through  a  few  of  these  opportunities,  and 
let  him  tell  us  how  they  made  him  feel  and  how  he 
finally  came  to  be  a  Yale  man,  by  going  through  col- 
lege and  then  by  getting  out  of  it  and  then  by  getting 
back  into  Yale  in  a  rational  way.  It  will  be  a  ram- 
bling canter  through  the  course,  but  afterwards  we  will 
come  back  and  see  more  of  special  parts  of  it. 


CHAPTER   11. 

THE   INITIATION. 

THE  associations  of  Yale  began  to  be  very  real  to 
this  Freshman  on  his  first  night  in  New  Haven, 
when  the  Juniors,  whom  he  conceived  as  a  set  of 
deities  of  a  kindly  disposition,  had  marched  along 
under  his  window,  giving  the  Yale  cheer  with  the 
words  of  his  own  class  at  the  end. 

It  was  an  invitation  to  come  out  to  the  Hopkins 
Grammar  School  lot  and  become  part  of  his  first  class 
formation,  for  that  was  the  night  of  the  "rush."  In 
the  "old  days"  (fifteen  years  ago  more  or  less)  this 
rush  was  really  a  rush.  Present  day  formalities  are, 
comparatively,  the  most  gentle  ceremonies.  Then 
Sophomores  and  Freshmen  met  in  a  truly  glorious 
strife.  It  was  not  in  modern  extended  order.  It  was 
an  attack  after  the  old  tactics,  intensified  a  thousand 
fold.  Each  class  was  in  the  most  perfect  sardine  for- 
mation. The  members  did  not  hold  each  other's 
arms;  they  put  their  arms  around  each  other's  bodies. 
They  backed  each  other  up  so  perfectly,  that  the 
different  files  not  only  stepped  together,  but  had  to 
breathe  together,  —  that  is,  if  it  was  before  the  meet- 
ing with  the  enemy  and  there  was  opportunity  to 
breathe  at  all. 

It  was  called  a  "push  rush."  It  cemented  the 
classes.     When  these  two  bodies  of  men,  knit  together 


THE   INITIATION.  5 

as  tightly  as  woven  cloth,  moving  slowly,  but  just  as 
fast  as  a  hundred  or  more  young  men  can  move  in 
absolute  unison,  with  no  space  between  them,  met 
their  "friends  the  enemy"  coming  in  the  same  for- 
mation from  the  opposite  direction,  there  was  at 
once  an  actual  and  physical  unity  most  cohesive,  in 
each  of  those  two  classes. 

This  Freshman  we  have  picked  out  was  in  the 
second  row  of  his  Class  when  the  prearranged  col- 
lision came.  He  stationed  himself  behind  a  future 
Captain  of  the  University  football  team,  and  closely 
enveloped  his  sturdy  form.  The  first  line,  and  most 
of  the  second  line,  and  all  of  the  third  line  were 
formed  very  much  of  this  same  football  material, 
and  the  same  was  true  of  the  front  ranks  of  the 
Sophomores,  as  far  as  they  had  football  material  to 
go  around. 

They  did  not  have  much  of  that  kind  of  material, 
and  in  those  days  of  royal,  man-hating  class  jealousies 
we  of  the  Freshman  Class  used  to  say  that  they  had 
little  of  any  kind  of  material.  As  individuals  we 
were  fond  of  many  of  them,  but  as  a  class  we  truly 
despised  them.  But  they  were  together,  those  Sopho- 
mores that  night,  and  when  the  collision  came,  as  we 
have  said,  this  Freshman  found  himself  in  the  midst  of 
amalgamated  forces,  and  he  was  made  at  once  to  feel 
not  only  that  he  was  a  part  of  his  class,  but  undoubt- 
edly that  he  was  many  parts  of  the  Class,  and  of  the 
College,  which  was  present  in  full  ranks  on  the  old 
Grammar  school   lot. 

And  so  he  had  had  this  fine  old  heroic  dose  of  Yale 
organization.  And  immediately  thereafter  he  had  joined 
again  the  bruised  and  sore  members  of  his  class  around 


6  YALE. 

the  wrestling  ring,  and  stayed  with  them  through  the 
fence  rush.  This  was  a  magnificent  example  of  a  fight, 
which  lacked  all  the  elements  of  personal  malice. 
The  simple  law  of  the  fence  rush  was  that  the  Fresh- 
men form  two  or  three  abreast  on  the  sidewalk  just 
in  front  of  the  Grammar  School,  and  then  keep  to- 
gether on  the  sidewalk  from  there  to  Elm  Street,  a 
distance  of  one  short  block.  They  were  given  no 
rights  as  combatants,  although  some  incidental  privi- 
leges of  that  estate  were  always  appropriated.  They 
were  supposed  — ■  and  when  we  say  that  they  were 
supposed,  we  mean  that  there  was  a  common  law  to 
that  effect,  more  binding  than  Federal  statute  — 
simply  to  keep  on  that  sidewalk  close  to  the  fence.  If 
two  or  three  Sophomores  literally  lit  upon  them  and 
tried  to  throw  them  into  the  street,  they  were  simply 
to  hold  on  to  the  fence  until  either  their  arms  or  the 
fence  or  the  connection  between  them  was  ingloriously 
broken  by  superior  force.  When  any  of  these  things 
happened,  they  expected  to  find  themselves  out  in  the 
street.  If  on  their  feet,  they  were  lucky.  The  atten- 
tions of  the  Sophomores  were  no  evidence  of  ill-will, 
but  simply  a  definite  proposition  on  their  part  that 
the  Class  of  Eighty-eight  was  superior  to  the  Class  of 
Eighty-nine. 

There  was  no  inclination  in  that  proceeding  to 
assume  either  the  defensive  or  offensive  attitude,  in 
the  usual  ways  of  manly  man.  The  Freshmen  simply 
returned  to  the  sidewalk  and  the  fence  with  all  speed, 
and  continued  the  progression  toward  Elm  Street.  If 
they  had  been  wise,  they  had  put  their  hats  in  their 
pockets  or  still  more  obscure  portions  of  their  habili- 
ments,   and   had   provided   themselves   with   old    and 


THE   INITIATION.  7 

tough  coats,  turned  inside  out.  The  attentions  to  the 
dress  of  the  Freshmen  on  the  part  of  the  Sophomores 
did  not  carry  reciprocity  privileges,  but  these  were 
sometimes  claimed  with  success. 

It  was  a  glorious  struggle.  Three  or  four  of  the 
lustiest  Freshmen  would  gather  about  some  very  strong 
fence  post  and  hold  on  to  it  and  each  other.  By 
that  act  of  course  they  defied  the  whole  Sophomore 
class.  It  was  an  organized  effort  to  do  what  self- 
respecting  Freshmen  were  supposed  to  do  if  self- 
respecting  Sophomores  could  not  stop  them,  —  that 
is,  to  stay  on  the  sidewalk.  Flank  and  rear  attacks 
on  this  group  would  generally  result  in  a  delightful 
scrimmage,  followed  by  a  general  and  an  acceler- 
ated movement  toward  the  street,  which  ended  well 
beyond  the  middle  of  the  highway,  usually  with  the 
downfall  of  about  three-fourths  of  the  attacking  and 
defending  parties.  Sometimes  the  post  went  with 
the  group. 

This  particular  experience,  of  which  I  am  writing, 
resulted  in  the  levelling  of  two  entire  fences  and  the 
weakening  of  most  of  the  rest  of  the  line.  It  was  one 
of  the  last  fence  rushes  that  Yale  ever  saw.  The  push 
rush  went  out  two  years  later  at  the  gentle  request  of 
the  Faculty,  and  the  same  year  marks  the  last  of  the 
fierce  fence  rushes.  The  custom  lingered  in  a  modified 
form  until  1892. 

Of  course  the  Freshmen  kept  staggering  back  to  the 
sidewalk,  moving  on  foot  by  foot  along  the  Fence,  and 
they  would  not  give  it  up  until  they  reached  Elm 
Street.  It  was  impossible  for  them  to  always  keep  on 
the  walk,  and  it  was  impossible  for  the  Sophomores  to 
prevent  them  from  staying  on   it  a  large   part  of  the 


8  YALE. 

time  and  reaching  the  end  of  their  journey,  dirty, 
tattered,   tired,  jubilant. 

They  gave  a  pretty  good  cheer  for  sub-Freshmen 
after  the  push  rush.  They  gave  a  good  deal  better 
one  when  they  came  to  Elm  Street.  And  then  a  good 
many  of  them,  happier  than  they  had  been  since  they 
came  to  this  strange  place  called  New  Haven,  went 
over  to  the  corner  of  Chapel  and  College  Streets,  to 
the  old  Fence,  the  smooth  rail  Fence,  and  hovered 
around  that  sacred  institution,  thinking  that  somehow 
or  other  they  had  a  right  to  be  at  least  near  it,  for  they 
had  done  something  as  a  class ;  that  is,  they  had  fought 
hard.  There  were  warlike  Juniors  on  hand  who  bade 
them  seize  their  heritage,  saying  that  it  was  now  due, 
for  there  are  many  men  on  the  Yale  campus,  as  in 
every  other  station  in  life,  who  spend  most  of  their 
energies  in  making  trouble.  One  may  be  thankful 
that  there  are  also  peace-makers.  Others  of  the 
majestic  upper  classes  came  to  them  and  bade  them 
go  quietly  home  and  get  into  no  trouble.  And  this 
these  Freshmen  did. 

There  is  still  the  Grammar  School  Rush,  so  called, 
on  the  night  before  college  opens,  but  it  is  confined  to 
a  rally  of  the  Freshman  class,  and  a  series  of  wrestling 
matches  between  the  strong  men  of  the  two  classes. 
It  shakes  the  newcomers  together  a  bit,  but  it  is  not 
as  thorough  an  initiation  into  the  great  society  of  Yale 
as  the  "  barbaric  "  ways  of  old. 

The  Sheff  Freshmen  (by  which  is  meant  the  Fresh- 
men of  the  Scientific  School)  have  a  similar  set  of 
wrestling  matches  on  the  first  Saturday  night  of  the 
term  in  some  vacant  lot  on  Orange  Street  or  Whitney 
Avenue.     The  rally  and  marching  of  the  classes,  par- 


THE   INITIATION.  9 

ticularly  of  the  Juniors  —  for  Sheff  has  a  three  year 
course  and  no  Sophomore  class  —  is  a  rather  more 
formidable  ceremony  than  the  gathering  of  the  clans 
on  the  Hopkins  Grammar  School  lot,  and  in  former 
years  this  battle  had  many  of  the  heroic  features  of 
the  old  academic  ceremonies,  like  "shirting." 


CHAPTER   III. 

THE   SENSE   OF   MEMBERSHIP. 

OF  all  the  other  usual  class  experiences  which 
this  Freshman  had  gone  through,  none  quite 
so  quickly  as  this  had  made  him  feel  at  home  at  Yale. 
But  all  of  them  together, — ■  the  shirt  rush  at  the  field, 
which  is  now  but  a  memory;  the  sitting  together  in 
Chapel;  the  class  meetings  for  election  of  officers, 
when  all  the  athletic  gods  of  the  place  spoke,  and  we 
listened  like  mortals  who  had  been  admitted  to  Olympus 
for  a  few  brief  moments ;  the  sad  gathering  for  the 
passing  of  resolutions  for  one  of  the  best  who  had 
dropped  from  the  ranks;  the  recitation-room  and  the 
class-room  at  Dwight  Hall ;  some  talking  with  upper 
class  men  about  Sophomore  societies;  the  Eating 
Club  —  these  all  had  brought  a  comfortable  feeling  of 
being  no  longer  a  stranger. 

Of  course  he  went  to  the  great  football  games  and 
cheered  there,  and  that  seemed  to  be  like  subscribing 
to  a  little  more  stock.  Lamar  had  made  his  run  and 
snatched  a  victory  that  fall  that  seemed  to  have 
already  been  won  for  Yale  by  the  almost  heroic  efforts 
of  freshly  broken  youngsters,  and  so  in  desperation  all 
Yale  had  been  drawn  together,  and  there  was  much 
of  the  bitter-sweet  to  share  in  common.  But,  for  all 
these  and  many  other  pleasant  things,  like  the  begin- 
ning of  friendships,  if  something  had  happened  to  take 
that  young  Freshman  from  Yale  at  almost  any  time  in 


THE  SENSE   OF  MEMBERSHIP.  ii 

the  first  two  months,  it  would  not  have  been  an  irrepa- 
rable loss  to  him.  If  such  fate  had  crossed  his  path 
any  time  after  the  close  of  the  fall  term,  it  would 
have  seemed  almost  more  than  a  boy  could  bear. 

As  I  said,  this  young  fellow  never  knew  how  it  hap- 
pened. I  presume  a  Glee  club  group  was  sauntering 
across  the  green,  singing  a  Yale  song  which  he  was 
just  beginning  to  love.  He  said  the  word  "  Yale  " 
came  into  his  mind,  "or,"  he  added,  "came  into  me 
and  thrilled  me  from  my  head  to  my  feet.  It  came 
over  me  then,  for  the  first  time,  what  this  connection 
was  which  I  had  made.  I  turned  around  and  looked  at 
the  place, — saw  the  long  row  of  lights  in  the  old 
Brick  Row,  and  felt  as  if  I  had  some  sort  of  a  kinship 
with  the  men  who  were  studying  around  those  lamps, 
or  smoking,  chatting,  singing,  on  those  window-seats. 
The  Chapel  clock  struck  the  three-quarters,  —  badly 
out  of  tune,  as  usual,  —  and  clanked  in  the  hard  air 
against  the  walls  of  Durfee.  But  it  was  the  Yale 
clock  striking;  it  was  striking  for  me  as  one  of  the 
*  Yale  men. '  " 

Youthful  sentiment  a  good  deal  overdone,  you  may 
say.  But  the  writer  does  not  ask  any  one  to  endorse 
his  own  experiences.  It  is  his  particular  business  to 
set  them  down  here.  He  does  not  choose  other  men's 
experiences,  because  he  knows  less  about  them.  The 
autobiography  may  not  be  of  any  particular  interest  to 
any  one  else,  but  it 's  honest  autobiography. 

I  was  very  young  then  and  worshipful  of  the  ath- 
lete, and  I  thought  of  the  eleven  which  had  fought 
so  valiantly  that  fall  and  of  the  teams  which  should  go 
out  of  the  old  Gym  when  another  athletic  season 
opened.     The   thought  gave   me  much  the  feeling  of 


12  YALE. 

the  healthy  American  when  he  sees  his  troops  going 
to  the  front.  I  thought  of  those  who  had  been  here 
before;  how  much  they  had  left  of  fame  to  the  place, 
and  this  I  could  share.  I  was  joined  to  Yale,  and 
Yale  had  been  gathering  her  forces,  and  adding 
strength  to  strength,  since  long  years  before  America 
was  a  nation. 

This  feeling  grows  very  peculiarly.  At  first  one 
enters  the  old  place  as  from  the  outside,  and  feels 
wonderfully  grateful,  as  for  something  added,  some- 
thing new  and  greater  in  his  life.  Later  it  becomes 
one's  life.  Once  more  it  may  nearly  go  out  of  that 
life,  and  still  again  it  takes  its  place  —  this  time  its 
true  place  as  an  integral  part  of  character-making 
experience. 

The  last  stage  comes  at  a  longer  or  shorter  time 
after  graduation.  The  time  of  absorption  in  Yale  is 
of  course  the  time  one  is  living  in  Yale.  Let  us  fol- 
low it  along  with  more  or  less  care,  taking  the  trip 
through  the  academic  course  as  the  most  typical. 


CHAPTER   IV. 

LIVING   ONLY  IN   YALE. 

BY  the  end  of  Freshman  year  one  has  finished  those 
repressing  experiences  which  were  intended  by 
the  inscrutable  wisdom  of  tradition  to  take  all  vain- 
glory out  of  men.  They  accomplished  well  their  object. 
The  process  made  youth  feel  that  they  were  at  the  outset 
nothing;  and  that  it  depended  entirely  upon  themselves 
whether  they  ever  should  be  anything.  Then  comes 
at  once  the  year  when  one  must  himself  apply  those 
disciplinary  measures,  to  which  before  he  had  been 
subject.  This  does  him  some  harm  and  the  men  under 
him  much  good.  In  the  days  of  hazing,  now  gone  by, 
both  effects  were  much  more  marked  than  in  these 
times  of  the  simple  denial  of  privileges,  like  cane  carry- 
ing before  Washington's  birthday,  dancing  at  the  Prom, 
and  sitting  on  the  Fence. 

The  old  ways  made  on  the  whole  a  disagreeable 
creature  of  the  Sophomore.  As  Yale  individuals,  you 
and  I  in  our  second  academic  year  were  obnoxious 
people.  The  sense  of  lordship  over  the  Freshman  class 
and  the  fact  that  those  above  us  began  to  take  us  into 
the  privileges  of  the  Yale  world,  gave  us  a  feeling  of  im- 
portance that  was  most  trying  to  others.  We  felt  our- 
selves full-fledged  Yale  men  ;  felt  that  we  were  beginning 
to  know  quite  a  good  deal.  Our  hands  were  set  against 
our  neighbors;  the  Juniors  had  no  great  use  for  us;  the 


14  YALE. 

Seniors  were  on  too  great  heights  to  heed  much  for  us. 
The  Freshmen  feared  us  —  happy  thought ! 

But  we  became  absorbed  in  the  new  world ;  and 
though  we  grew  unpleasant  to  others  we  still  were 
doing  some  work,  making  ourselves  a  part  of  the  place. 
This  process  went  very  speedily  on.  How  swift  are  the 
transitions  and  the  successes  and  the  rewards  of  college 
life !  The  term  is  over  before  we  hardly  realize  it  is 
under  way.  The  race  for  the  prize,  the  competition  for 
the  team,  the  struggle  for  an  editorship,  fiercely  main- 
tained, is  rushed  speedily  to  a  close. 

There  are  some  things  which  make  Junior  year  better 
than  any  other.  One  is  firmly  established  in  the  Yale 
family,  and  he  is  a  great  deal  more  than  a  year  older 
than  in  Sophomore  year.  Development  is  very  fast,  and 
there  dawns  the  consciousness  of  ignorance  which  brings 
appreciation  of  those  about  one  who  do  know  some- 
thing. Yale  has  begun  to  seem  a  very,  very  pleasant 
place.  Friends  have  worn  off  their  first  strangeness, 
have  exploited  their  weaknesses  as  well  as  their  virtues, 
and  begun  to  draw  near  you. 

As  members  of  the  College,  of  the  University,  you 
begin  to  feel  that  Yale  is  already  trusting  you.  Re- 
sponsibilities come.  The  election  of  the  Junior  prome- 
nade committee,  the  guardians  of  the  great  social  week 
at  Yale,  is  a  feature  of  almost  the  first  week  of  Junior 
year.  It  is  a  swift  rush  of  time  from  then  to  the 
election  of  new  boards  on  the  papers.  To  be  sure  that 
is  far  along  in  February,  but  what  is  the  fall  term,  with 
the  football  season,  and  examinations,  more  than  a  day 
and  a  night?  And  what  is  January,  with  the  Prom 
girl  coming  and  going  in  it? 

Junior  year  is  called  jolly,  care-free,  but  it  has  only 


LIVING   ONLY   IN    YALE.  15 

been  tasted,  when  these  duties  come,  and,  while  they 
sober,  they  give  satisfaction. 

On  the  side  of  College  work,  the  attractive  point 
is  that  one  is  then  first  appealed  to  on  the  ground  of 
his  intellectual  ambitions  and  passions,  or  particular 
inclinations.  These  young  men  really  do  want  to  know 
something  in  particular  fairly  well. 

The  year  would  be  voted  the  pleasantest  of  all  ex- 
cept for  one  thing.  Time  is  hurrying  toward  the  last 
honors  and  rewards  of  college  life.  Senior  society 
elections  are  ahead.  Half  of  the  class  are  hoping  for 
some  share  in  the  honors  of  tap-day.  They  cannot 
altogether  get  it  out  of  their  minds  that  it  may  come, 
and  with  this  the  fear  that  it  may  not  come.  The  men 
who  have  taken  some  position,  by  which  even  a  modest 
man  may  know  that  he  may  be  expected  to  receive  an 
election,  will  comfortably  settle  for  themselves,  wonder- 
ing who  among  their  friends  will  go  with  them  to  one 
particular  society  rather  than  to  another,  and  who  may 
be  left  out. 

It  is,  on  the  whole,  all  taken  in  good  part,  and  there 
is  much  every-day  manliness,  and  much  sweet  charitable- 
ness, and  wholesome,  broad  friendship  gains  in  strength. 
Yet,  things  are  uncertain,  and  fear  and  hope  and  sus- 
picion do  steal  across  these  sunny,  careless  skies  of 
college  life.  These  peculiar  societies  with  the  rewards 
which  they  administer,  and  the  disappointments  which 
they  inflict,  the  happiness  and  the  sadness  of  them,  and 
their  errors,  are  all  a  kind  of  foretaste  of  the  life  which 
is  now  getting  nearer  to  the  college  man. 

Men  cry,  "  Enlarge  these  societies ;  if  they  are  so 
much  to  those  who  are  in  them,  why  not  make  them  as 
much  to  more?"     Perhaps  some  day  a  prophet  will 


1 6  YALE. 

arise  who  can  give  men  in  multitudes  what  now  it  is 
possible  to  impart  to  only  a  few  together.  Perhaps  some 
order  will  arise  whereby  it  will  be  easy  to  exclude  the 
principle  of  honor  and  of  special  distinction  ;  but  until 
such  a  day  does  come  the  Senior  societies  will  be 
accounted  part  only  of  the  common  order,  and  an 
unusually  effective  illustration  of  many  good  points  in 
universal  practices. 

If  you  have  not  lost  the  slender  thread  of  the  argu- 
ment you  will  remember  that  we  are  trying  to  follow  the 
Yale  man,  and  the  making  of  him.  Certainly  in  this 
intense  Junior  year,  he  is  more  than  ever  absorbed  by 
his  college,  which  is  altogether  his  life.  He  may  have 
begun  —  though  very  few  begin  thus  early  —  to  travel 
on  the  long,  laborious  path  that  will  lead  him  to  some 
professional  or  peculiarly  intellectual  goal,  and  so  an- 
ticipation of  the  things  which  are  before  him  may  be 
working  into  his  life,  and  he,  through  them,  slowly 
working  out  into  the  life  of  the  world.  But  unless  this 
is  so,  or  he  be  unhappily  entangled  in  love,  he  is  really 
conscious  of  very  little  that  is  going  on  outside  the 
domain  of  Yale.  When  he  travels  in  vacation  he  is 
on  the  lookout  for  Yale  men,  or  when  he  meets  and 
makes  friends  outside  the  college  it  is  two  to  one  they 
are  from  some  other  college. 

He  is  beginning  to  get  a  very  distorted  view  of  the 
relation  of  things,  —  there  is  no  question  about  that,  — 
but  he  is  enjoying  life.  Things  are  just  snapping.  His 
nature  is  full  of  fine  thirsts,  and  he  is  constantly  satisfy- 
ing them.  He  rises  to  the  most  enthusiastic  worship 
of  the  great  minds,  which  he  now  really  begins  to 
touch.  He  is  learning  in  clear  lines  philosophies  and 
systems,  and  men  who  are  masters  of  them.    How  hope- 


LIVING  ONLY   IN   YALE.  17 

lessly  blind  are  the  statesmen  and  the  cabinets  and  con- 
gresses of  the  world,  who  fall  down  in  stupid  ignorance 
of  fundamental  truths  ! 

The  athletes  of  older  days  were  heroic,  but  the 
achievem.ents  of  individuals  of  his  day  show  almost 
superhuman  organization  and  system.  He  is  proud  to 
be  in  college  with  such  men  as  the  captains  and  the 
players  of  his  time.  Barring  breakfast  and  the  restric- 
tion of  Chapel,  meal-taking  is  a  mental  and  spiritual 
refreshment.  There  is  not  anything  quite  so  delightful 
as  an  evening  at  his  eating  club. 

And  there  is  Prom.  All  the  glory  thereof  is  a  part 
of  his  life.  The  beauty  of  the  Republic  is  here  fore- 
gathering, because  the  Juniors,  that  is,  his  class,  rise  to 
the  opportunities  of  a  most  superior  promenade.  The 
arrangements  for  that  year  surpassed  in  their  general 
scope  and  management  of  details  anything  of  which 
the  social  managers  of  former  years  dreamed.  That 
rule  about  the  order  of  hacks  going  down  Meadow 
Street  is  a  piece  of  legislation  of  unique  importance. 

With  an  entirely  unusual  spirit  and  much  original 
ability,  the  new  editorial  boards  have  taken  up  their 
duties.  Here  are  innovations  which  publishers  are 
beginning  to  inquire  about.  This  policy  of  the  "News" 
is  going  to  work  a  revolution  in  college  s^sntiment,  and 
make  a  different  place  of  Yale  altogether.  The  "  Lit." 
has  at  last  set  a  real  standard.  The  college  is  read- 
ing the  "  Courant"  again,  and  the  "  Record  "  is  actually 
laughable. 

These  convictions  are  all  as  they  should  be.  If  there 
are  those  whose  experiences  are  not  consistent  with 
them,  let  them  look  to  their  health.  Mayhap,  they 
have  not  the  same  athletic  victories  to  stimulate  them. 


i8  YALE. 

Let  them  unburden  their  souls  to  an  Adee,  or  be  so 
fortunate  as  to  sit  near  a  Curtiss  in  the  grand-stand 
when  the  score  begins  to  turn  against  Yale.  If  in  any 
other  respects  that  which  is  under  the  auspices  of  their 
class  does  not  furnish  ground  for  this  satisfaction  and 
enthusiasm  and  exhilaration  let  them  reform  things. 
Then  will  their  class  become  more  than  right,  and 
they  who  made  it  so  will  have  the  more  to  make  them 
happy  Juniors. 


CHAPTER   V. 

RUNNING   YALE   AS    SENIOR. 

AND  SO,  quite  gloriously  and  hopefully,  the  Yale 
man  comes  into  the  estate  of  Senior  year. 
Then  he  possesses  the  land.  The  years  before  have 
altogether  absorbed  him  into  the  Yale  life.  As  a 
Senior,  he  absorbs  the  Yale  life.  In  his  own  con- 
sciousness he  is  that  life,  or,  by  all  odds,  the  very 
largest  and  most  important  part  of  it.  His  activities, 
in  whatever  direction  they  have  gradually  developed, 
are  now  manifold,  and  absorbing  to  a  degree  to  which 
he  very  likely  will  not  attain  in  after  life. 

It  may  be  that  he  is  studying  "  snappy  "  courses 
and  devoting  nine-tenths  of  his  time  to  the  enjoyment 
of  life;  but  he  is  doing  that  in  a  more  diverse  and 
consistent  and  absorbing  way  than  he  is  ever  likely  to 
again.  If  he  be  an  industrious  college  man  he  is  cer- 
tainly doing  a  great  variety  of  things,  and  of  course 
generally  doing  them  from  the  position  of  commanding 
officer.  He  has  all  sorts  of  connections,  editorial, 
social,  athletic,  and  literary.  It  is  not  at  all  surpris- 
ing that  the  thought  grows  in  these  boys,  or  men,  that 
they  are  carrying  Yale.     They  are. 

Through  it  all,  the  best  things  of  college  life  are 
coming  to  their  fruit,  — friendship,  sense  of  individual 
power,  the  fine  enthusiasms  of  the  campus,  association 
with  the  sympathetic,  human,  manly  members  of  the 
Faculty. 


20  YALE. 

Something  has  been  said  about  the  disturbance  of 
society  elections  in  Junior  year.  The  effect  of  this 
disturbance  has  sometimes  been  projected  well  into 
Senior  year.  There  is  less  of  that  effect  now  —  indeed, 
little  of  it.  Those  in  and  out  of  societies  mingle 
freely  in  all  kinds  of  class  enterprise.  There  is  a 
better  philosophy,  a  truer  view  of  the  situation.  A 
society  election  is  recognized  much  less  as  the  sine 
q7ta  non  of  a  college  course.  It  is  a  fortunate  inci- 
dent of  the  course  for  him  to  whom  it  has  come. 
Those  to  whom  it  has  not  come  find  more  and  more 
compensations. 

An  able,  manly  fellow  who  graduated  within  the 
last  two  years  has  first  expressed,  as  far  as  I  have 
seen,  the  conditions  of  Senior  year  as  it  is  nowadays 
lived  by  the  wholesome  men  of  the  class.  He  himself 
did  not  receive  one  of  the  Senior  society  elections  and 
his  omission  in  the  list  has  been  made  the  text  of  more 
than  one  sharp  rebuke  for  the  societies.  The  theme 
of  his  class  oration  was  the  supreme  value  of  what  a 
man  has  in  himself,  and  its  infinite  superiority  to  any- 
thing he  may  acquire,  —  a  good,  healthy  theme  for  a 
Class  oration.  What  he  said  of  particular  application 
to  this  Senior  year  at  Yale  ran  thus:  — 

"  If  the  general  effect  of  any  college  education  is  to  empha- 
size the  value  of  individual  effort,  this  Yale  Course  especially 
shows  in  what  line  that  effort  should  be  directed.  It  serves 
to  correct  the  popular  theory  of  success.  The  conditions 
which  exist  here,  during  the  first  three  years,  are  similar  in  a 
measure  to  those  of  the  actual  world.  There  are  prizes  and 
rewards  and  distinctions.  An  intense  competition  for  these 
begins  from  the  day  we  enter  as  Freshmen. 

"  But  in  the  fourth  year  comes  a  cessation  from  this  striving. 


RUNNING  YALE   AS   SENIOR.  21 

Before  taking  up  the  fiercer  struggle  of  the  real  world,  we  stop 
a  moment  and  have  a  chance  to  get  our  true  bearings.  Senior 
year  is  a  platform  raised  above  the  past  and  future  from  which 
we  are  enabled  to  see  things  in  their  right  relations.  The  cur- 
tain is  drawn  aside,  that  calmly  and  without  prejudice  we  may 
estimate  the  difference  between  true  and  false   success. 

"  For  what  do  we  value  a  man  in  this  Senior  year,  this  final 
analysis  ?  Not  for  his  prizes  and  rewards.  Some  one  among 
us  may  have  won  the  highest  distinction  attainable  and  be  lit- 
tle honored  as  he  is  viewed  from  this  vantage  ground. 

When  freed  from  the  artificial  restraints  imposed  by  the  com- 
petition for  external  prizes,  we  do  not  honor  a  man  for  what  he 
has  gotten,  but  for  what  he  is. 

"  This  Senior  year  shows  the  insignificance  of  getting  as  com- 
pared with  being.  An  inexorable  force  compels  the  public 
opinion  of  the  Class  to  rank  its  members  not  according  to  their 
acquisitions,  but  their  worth.  We  grant  a  distinct  superiority 
to  manhood.  The  members  of  the  Class  with  a  vital  power 
within  themselves  form  a  society  above  the  societies.  They 
constitute  a  Phi  Beta  Kappa  of  Character.  And  from  this  col- 
lege experience  we  may  reasonably  infer  that  when  society  at 
large  stops  without  bias  to  put  an  estimate  on  us,  it  will  not 
be  on  the  basis  of  what  we  have  gotten,  which  is  incidental, 
but  of  what  we  are,  which  is  intrinsic." 

It  is  trite  enough  to  say  how  speedily  this  year  burns 
itself  out,  —  how  quickly  the  sad,  full  days  of  June  are 
on.  Perhaps  it  is  just  as  well  not  to  go  through  all 
this  Commencement  business  again.  Those  are  rather 
lumpy  days  to  go  back  into.  I  know  if  I  ever  went 
over  it  again  it  would  be  very  hard  to  find  me  after 
I  had  taken  my  diploma.  This  good-bying  does  no 
good  to  anybody. 


CHAPTER  VI. 

GETTING   OUT   OF   YALE  — AND   INTO   IT   AGAIN. 

BUT  it  is  all  over  at  last,  and  perhaps  you  say, 
"  Here  is  your  full-fledged  Yale  man  out  in  the 
world."     This  is  generally  far  from  true. 

It  may  be  that  he  sails  out  of  this  port  into  life's 
sea  on  an  even  keel,  and  steadily  and  slowly  makes 
his  voyage,  his  course  consistently  projecting  all  the 
real  influences  of  college  life,  and  drawing  them  in 
gradually  and  surely,  to  make  an  effective  part  of  his 
character  as  a  man  of  business,  of  letters,  of  law,  of 
divinity;  as  a  man  among  men,  as  a  neighbor,  as  a 
friend.  Happy  he  is  if  this  can  be  truly  said  of  him. 
There  are  some  exasperatingly  even  temperaments 
who,   I  have  no  doubt,   pursue  such  a  course. 

Most  Yale  men  have  what  may  —  with  all  propriety 
—  be  called  the  devil's  own  time,  at  just  this  stage. 
Those  next  few  months,  that  year,  perhaps  several 
years  after  that  time,  have  been  called  the  disillusion- 
izing period.  That  is  a  sad  term  with  some  truth  in 
it  and  a  great  quantity  of  pernicious  error.  Even  if 
one  calls  it  the  period  of  readjustment  to  normal,  uni- 
versal experiences  and  conditions,  the  term  is  often 
taken  to  mean  more  than  it  ought  to  mean. 

A  man  who  has  been  through  college  ought  to  retain 
the  best  of  it.  If  one  goes  out  from  Yale  with  the 
idea  that  he  must  then  learn  to  be  "practical,"  by 
which  is  generally  meant  that  theories  and  ideals  must 


GETTING   OUT  OF   YALE.  23 

be  relegated  principally  to  academic  memories,  —  why 
did  he  ever  go  to  Yale,  —  that  is,  why  did  he  live 
there?  There  might  have  been  many  good  reasons  for 
studying  there,  but  that  is  a  different  matter.  If  a 
man  goes  out  from  college  willing  to  leave  his  enthu- 
siasms and  ideals  as  soon  as  they  clash  with  what 
are  called  practical  conditions,  he  has  literally  thrown 
away  the  best  ammunition  he  has  gathered. 

The  man  is  equally  a  fool  who  is  willing,  as  soon  as 
he  has  left  the  ideal  conditions  of  campus  life,  to 
believe  that  he  has  ceased  to  meet  men  who  are  ready 
to  meet  him  on  the  best  planes  on  which  men  can 
meet;  who  has  not  accepted  his  college  education  as 
teaching  him  that  men  are  most  to  be  moved  from 
their  better  sides,  that  they  prefer  to  be  appealed  to 
on  grounds  of  a  little  clearer  reason  or  higher  truth 
than  those  to  which  they  are  used ;  who  does  not 
believe  that  in  this  land  of  ours  the  best  rewards  in 
any  line,  either  direct  or  final,  will  come  to  him  who 
stands  sturdily  and  cheerfully  for  what  he  knows  is 
truth,   and  for  what  he  feels  is  right. 

I  once  heard  a  young  woman  say,  as  she  came  away 
from  high  school  graduating  ceremonies,  that  she  loved 
to  go  to  them  and  listen  to  the  orators  and  the  essay- 
ists, because  of  the  spirit  with  which  they  attacked 
all  the  dire  problems  of  creation.  She  called  it  an 
"uncrushed  spirit."  An  uncrushed,  uncrushable  spirit 
seems  to  me  the  best  legacy  of  a  well-ordered  course 
at  Yale  College. 

But  we  were  talking  of  those  few  months  or  years 
immediately  following  graduation,  when  one  passes 
out  of  a  life  surrounded  with  ideal  creations  and 
goes   into   life  as  it   is.      It  goes  without  saying  that 


24  YALE. 

there  must  be  a  change.  Our  Yale  man  heard  very 
much  in  the  lecture-room  and  read  more  of  the  condi- 
tions of  life's  problems,  but  he  does  not  know  them; 
and  it  takes  a  strong  man  not  to  feel  utter  povverless- 
ness  when  he  begins  to  seriously  consider  into  what 
particular  collection  of  those  altogether  strange  condi- 
tions he  will  steer  the  little  craft,  whose  lines  are  his 
heart's  hopes,  and  whose  masts  and  spars  and  sails  he 
has  cut  at  such  infinite  pains. 

And  with  this  honest  doubt  and  confusion  comes,  if 
one  will  let  it  come,  an  overwhelming  sense  of  loneli- 
ness. There  is  for  many  a  feeling  of  loss  in  the  time 
immediately  following  graduation,  whose  keenness  it 
is  hard  to  overstate.  The  end  —  the  final  closing  for 
all  time  —  of  that  life  on  the  campus  seems  beyond 
accepting.  The  separation  from  those  of  kindred 
tastes  and  hopes  and  ideals  and  the  clash  with  the 
coldest,  hardest  facts  of  the  workaday  world  make  a 
shock  that  leaves  one  for  the  time  weak  of  spirit.  It 
is  hard  to  still  believe  the  world  a  friend  and  the  men 
you  meet  good  fellows.  College  seems  to  have  tricked 
you  and  the  world  to  offer  no  excuse  for  effort  and  no 
ground  for  hope. 

There  is  great  temptation  to  be  a  cynic,  which  is  to 
cease  to  be  a  Yale  man.  This  is  the  time  of  which  we 
spoke  when  one  may  come  so  near  to  losing  all  con- 
nection with  his  college.  The  danger  is  not  for  all, 
but  it  is  for  many.  It  is  for  a  longer  or  a  shorter  time, 
according  to  temperament. 

It  surely  sooner  or  later  draws  to  its  close,  if  one 
keeps  a  stout  heart  and  learns  to  be  humble.  He  need 
give  up  nothing  but  some  measure  of  his  own  igno- 
rance.    How  blind  he  was !     He  at  last  finds  many  a 


GETTING   OUT  OF   YALE. 


25 


fellow  sailor  travelling  according  to  his  own  precious 
chart.  These  are  good  fellows  he  is  with.  He  gets 
on  his  keel  again  and  learns  how  to  look  out  for  the 
storms.  He  does  not  give  up  the  idea  of  carrying  all 
the  sail  he  can,  but  he  does  not  try  to  fight  with 
nature.  He  is  not  heading  in  just  the  direction  which 
he  first  took.  He  believes  in  currents  that  favor  him 
rather  than  in  fighting  when  one  need  not  fight. 
Again  he  looks  on  the  world  as  his  friend.  The  faith 
of  youth,  which  was  once  threatened,  has  won  him  the 
victory. 

And  so  he  goes  back  reverently  and  sanely  to  the 
place  where  that  faith  was  born  and  nourished.  He 
begins  consciously  to  draw  on  the  strength  there. 
Once  he  became  a  part  of  Yale;  now  Yale  has  become 
a  part  of  him. 

Just  after  graduation  I  sometimes  listened  to  ad- 
dresses at  alumni  dinners  and  smiled  at  their  enthusi- 
asm. In  my  wisdom  I  said  they  meant  nothing.  It 
was  only  a  dallying  in  the  pleasant  places  of  memory. 
There  was  nothing  that  had  to  do  with  a  real  present. 

A  year  or  two  ago,  I  went  to  the  general  dinner  of 
the  Alumni,  and  heard  a  sturdy  alumnus,  who  had 
been  more  than  a  quarter  of  a  century  out  on  life's  sea, 
speak,  with  his  heart  in  his  words,  of  the  great  strength 
that  came  to  him,  and  to  his  classmates,  as  they  felt 
that  they  were  a  part  of  the  brotherhood  of  Yale;  that 
men  whom  they  loved  and  admired  had  an  interest  in 
them;  that  there  were  friends  ready  to  reach  out  a 
hand  if  they  failed ;  that  there  were  voices  ready  with 
a  "Well  done,"  when  their  part  was  played  as  it  should 
be  played.  Young  as  I  was,  I  had  a  conviction  of  the 
truth  of  what  he  was  saying,  and  I  had  that  convic- 


26  YALE. 

tion  reinforced  as  I  watched  the  faces  of  str.ong,  old 
men. 

Thus,  as  the  years  go  on,  one  may  really  come  into 
the  heritage  of  Yale.  It  is  not  only  the  cherishing  of 
the  memory  of  those  ideal  years,  but  it  is  a  real  draw- 
ing of  strength  from  the  associations  of  the  institution. 
One  feels  the  fellowship  of  the  saints  and  the  goodly 
devils  of  two  hundred  years.  He  looks  to  those  who 
hold  the  present  trust  of  the  life  of  Yale  in  their 
hands,  not  with  envy,  but  with  hope  and  with  encour- 
agement. He  sees  in  old  and  ever  young  Yale  the 
possibilities  of  yet  undreamed  power  and  usefulness  in 
the  years  that  are  to  come,  and  gladly  does  what  little 
he  may  to  prepare  her  for  her  future.  And  the  closer 
he  keeps  to  his  Alma  Mater  and  the  more  he  does  for 
her,  the  more  she  continues  to  do  for  him. 

And  now,  if  you  think  it  worth  your  while,  look 
with  me  at  some  of  the  institutions  of  this  place  called 
Yale. 


CHAPTER  VII. 

THE  FIGHT  TO  SAVE   THE  FENCE. 

IN  the  spring  of  1888,  the  Rev.  Joseph  H.  Twichell 
of  Hartford  brought  into  a  meeting  of  the  Yale 
Corporation  a  strongly  worded  request  to  save  the  Yale 
Fence,  This  request  came  from  the  undergraduates  of 
the  University,  in  solemn  mass  meeting  assembled,  and 
from  no  less  than  twenty-one  hundred  graduates  in  vari- 
ous and  nearly  all  parts  of  the  world. 

It  was  the  report  of  a  gift  of  one  hundred  odd  thou- 
sand dollars  for  a  building  on  the  Fence  corner,  that 
had  started  this  remarkable  petition.  Whether  the 
condition  of  location  was  really  definitely  made  by  the 
donor,  or  whether  it  was  possible  to  reach  and  influence 
the  donor,  or  to  move  the  governors  of  hungry  Yale, 
were  points  on  which  students  and  graduates  had  diverse 
opinions  or  no  opinions  at  all.  Of  one  thing  they 
were  sure,  that  there  was  hardly  a  spot  in  New  Haven 
quite  so  attractive  as  the  corner  of  Chapel  and  College 
Streets. 

That  corner  had  a  border  of  low  fence  with  two 
round  rails.  Those  round  rails  had  some  paint  on  them, 
but  most  of  that  which  had  once  and  again  at  long 
intervals  been  given  them  was  scattered  in  infinitesimal 
portions  among  the  trousers  of  generations  of  Yale  men. 
Back  of  that  fence  was  a  stretch  of  bare  ground,  trod  by 
the  sons  of  Eli  from  time  immemorial.  Over  all  were 
the  arching  elms,  which  had  withstood  the  bonfires  of 


28  YALE. 

victories  from  at  least  as  far  back  as  the  first  race  won 
against  Harvard,  when  Mr.  Twichell  himself  pulled  an 
oar;  which  had  shaded  innumerable  concourses  both 
formal  and  impromptu  ;  which  had  sifted  the  harmonies 
and  moonbeamed  the  sentiments  of  a  thousand  summer 
evenings ;  which  had  guarded  the  home-comings  of  the 
sons  of  Yale  from  the  time  they  first  sat  in  fifties  or  in 
hundreds,  with  trembling  and  great  joy,  on  the  newly 
won  rails,  till  they  gathered  feeble  and  few,  at  fourscore, 
for  their  last  reunion. 

That  was  the  kind  of  spot  which  the  Yale  youth  of 
eighteen  or  the  Yale  youth  of  eighty  did  not  propose 
to  surrender  without  a  fight  in  the  last  ditch.  The 
mechanical  equipments  of  the  Academical  Department, 
the  ordinary  three-dimension  problem  of  teaching  large 
numbers  of  men,  meant  nothing  to  them  compared  with 
the  meaning  of  the  fence.  Land  was  valuable,  but  land 
could  be  bought.  Not  all  the  money  in  the  world  could 
buy  a  Yale  Fence.  New  Haven  was  growing  and  Chapel 
Street  was  more  and  more  a  busy  thoroughfare.  The 
Fence  corner  was  becoming  a  most  public  place.  What- 
ever a  Yale  student  did,  from  smoking  a  cigarette  to 
a  formal  transfer  of  Fence  rights,  or  the  cremations  in 
quantity  of  barrels  or  Brick  Rov;  blinds,  was  unfortu- 
nately before  the  public  eye.  The  Yale  youth,  of  eigh- 
teen or  eighty,  declared  the  growth  and  development  of 
the  city  along  that  particular  thoroughfare  a  mere  acci- 
dent of  environment  which  should  not  have  any  radical 
effect  on  the  life  of  such  an  institution  as  the  Fence.  The 
Fence  was  Yale,  he  said,  in  miniature,  and  sometimes 
in  life  size.  It  had  not  been  growing  for  two  hundred 
years  just  to  get  out  of  the  way  of  the  trade  on  Chapel 
Street.     As  to  some  pedestrians'  great  embarrassment 


THE   FIGHT  TO   SAVE   THE   FENCE.  29 

walking  down  the  sidewalk  in  front  of  a  row  of  two  or 
three  hundred  young  men  squatted  on  those  rails  — 
well,  no  harm  ever  came  of  it,  and  even  so  there  were 
other  streets  to  walk  on.  » 

In  short,  there  were  to  the  mind  of  the  Yale  youth 
of  various  ages,  no  real  objections  to  the  Fence.  On 
the  other  hand  its  existence  was  to  them  indispensable. 
On  the  mere  ground  of  convenience,  few  people  who 
lived  on  the  campus,  or  who  had  lived  there,  could 
understand  how  they  could  get  along  without  such  a 
common  meeting  place.  From  the  middle  of  April  to 
the  end  of  the  summer  term,  from  the  first  Wednesday 
night  of  "  the  thirteenth  week  after  Commencement  " 
until  well  towards  the  end  of  the  fall  season,  it  was  the 
one  place  to  be  sure  of  finding  any  one.  Students  do 
not  much  live  in  their  rooms.  They  sleep  there  some 
and  arrive  and  depart  at  a  few  uncertain  intervals  dur- 
ing the  day.  During  the  outdoor  season  it  is  rather 
the  exception  than  the  rule  to  find  one  of  them  at  his 
stated  abode. 

But  you  could  go  to  the  Fence  and  be  moderately 
sure  to  find  within  a  reasonable  length  of  time  the  most 
peripatetic  individual.  When  one  is  looking  for  the 
bull's  eye  of  all  interrogation  points  of  the  campus,  to 
wit,  the  Inspector  of  grounds  and  buildings,  the  best 
direction  that  can  be  given  is  to  stand  in  the  middle  of 
the  campus  and  wait  for  him  to  go  by.  In  the  same 
way,  whomever  you  were  looking  for,  the  surest  way  was 
to  sit  on  the  Fence  and  watch  and  wait. 

And  what  were  the  graduates  to  do  when  they  came 
back  to  reunions?  From  as  far  away  as  the  lower 
corner  of  the  Green  they  could  see  the  old  Fence  cor- 
ner.   Reviving  and  stimulating  as  it  was,  it  was  still  more 


30  YALE. 

valuable  as  a  standing  and  definite  assurance  to  any 
home-coming  son  of  Yale  that  he  would  there  find  any 
and  all  of  those  of  his  particular  company  who  were  in 
New  Haven.  He  did  not  have  to  know  where  they 
roomed.  He  did  not  have  to  consult  any  register  in 
the  Library.  He  had  only  to  put  his  package  any- 
where he  pleased  and  go  to  the  Fence  and  wait  for  devel- 
opments. It  is  not  a  great  wonder  that  his  feeling 
towards  the  plan  of  digging  up  those  ancient  posts,  of 
leaving  those  sacred  rails  the  prey  of  memorabilia 
vultures,  of  digging  a  cellar  in  those  sacred  sands,  or 
putting  brick  and  mortar  where  elm-trees  stood,  was 
something  short  of  enthusiasm.  And  as  yet  he  is  far 
from  accustoming  himself  with  resignation  to  the  sight 
of  the  architecture  of  Osborn  Hall,  in  place  of  that 
famous  old  stamping  ground,  which  had  come  first  to 
his  view,  for  generations,  as  he  returned  to  New  Haven. 
Habit  still  has  its  way,  and  he  even  now  pathetically 
pulls  out  some  preserved  section  of  the  old  Fence  and 
sets  it  upright  on  the  hard  pavement  of  the  corner,  or 
perches  himself  on  the  steps  of  Osborn  Hall  and  gathers 
his  friends  around  him  there.  The  instinct  for  the 
place  was  strong;  even  stronger  was  the  sense  of  its 
eternal  fitness  for  all  the  informal  occasions  when  the 
children  of  Eli  gathered   themselves  together. 

Those  who  worked  the  hardest  to  save  that  old 
Fence  corner  for  just  as  many  years  as  in  the  material 
possibility  of  things  it  could  be  saved,  believed  that  it 
was  the  most  tangible  evidence  and  instrument  of  the 
best  thing  of  Yale.  They  believed  that  it  formed  at 
once  the  opportunity  for  and  inspiration  of  the  demo- 
cratic community  life  of  the  place.  They  considered 
that  the  most  important  character  of  Yale  was  its  cha- 


THE   FIGHT  TO   SAVE   THE   FENCE.  31 

racter  as  a  social  institution,  as  a  place  where  a  young 
man  was  put  in  particularly  happy  and  valuable  rela- 
tions to  a  lot  of  other  young  men  of  as  diverse  traits  as 
the  confines  of  America  could  furnish. 

They  believed  it  of  inestimable  value  to  perpetuate 
the  idea  that  whatever  the  antecedents  of  a  young  man 
who  came  to  New  Haven,  he  stood  or  fell  there,  lived 
quietly  by  himself,  or  rose  to  the  various  activities  of 
the  place,  according  to  the  evidence  which  he  could 
give  of  character  and  ability  and  the  amount  of  in- 
dustry which  he  used  in  the  application  of  them  to 
the  objects  in  which  the  community  of  Yale  were 
interested. 

They  held,  not  for  the  purpose  of  display  in  after- 
dinner  oratory,  but  as  strong  convictions  in  regard  to 
the  most  interesting  place  in  which  four  years  of  their 
life  had  ever  been  spent,  that  this  spirit  had  made 
possible  the  achievements  of  Yale  as  an  institution  in 
such  contests  as  come  before  the  public  eye,  and  of 
Yale  individuals,  in  as  far  as  their  life  at  New  Haven 
had  been  taken   into   their  character. 

These  men  saw  in  the  Fence  life  a  realization  of  the 
social  life  of  pure  democracy.  Men  of  all  tastes  and 
modes  of  life  were  there  together.  They  sat  on  the 
common  rail,  and  the  only  mark  of  division  was  the 
mark  of  the  arbitrary  line  of  time  which  divided 
the    classes. 

It  was  said  by  those  who  advised  against  any  agitation 
that  this  Fence  life  would  be  transplanted  into  the  in- 
terior of  the  campus,  where  it  would  be  more  peculiarly 
and  particularly  Yale  and  not  a  common  and  public 
place.  To  which  it  was  replied  that  you  could  not  trans- 
plaat  institutions  quite  as  readily  as  trees,  and  that  the 


32 


YALE. 


power  of  cohesion  for  Yale  life  in  that  old  Fence  was  in  the 
famous  traditions  and  the  wealth  of  story  gathered  around 
it.  A  man  who  sat  on  his  class  Fence  there,  sat  where 
whole  Yale  regiments  had  rested  themselves  before. 
When  Sophomore  orators  turned  over  to  the  Fresh- 
man class  there  a  few  sections  of  that  Fence,  that  made 
their  class  guardian  of  something  which  all  the  men 
of  Yale  from  time  immemorial  had  at  one  time  in  their 
college  career  counted  the  most  valuable  of  their  pos- 
sessions. The  glorious  bonfires  had  there  blazed  out 
the  story  of  victory  after  victory.  Class  had  there  been 
pitted  against  class  in  battle  royal.  In  older  days  the 
Fence  had  determined  the  battle-line  between  town  and 
gown.  Long  after  the  sharpness  of  this  old  animosity 
had  worn  away,  the  Fence  had  marked  the  limit  of  direct 
municipal  authority.  When  the  blue-coated  agents  of 
that  authority  were  first  allowed  within  those  limits  fifteen 
years  or  so  ago,  the  feeling  that  they  were  invaders  made 
the  most  peaceable  souls  yearn  to  greet  them  with  water 
pitchers  and  bootjacks.  In  later  years  police  officers 
have  lived  upon  the  campus,  but  their  conduct  has 
never  been  such  as  to  arouse  a  spirit  of  rebellion. 
They  have  shown  such  infinite  tact  and  a  sense  of  the 
fitness  of  things  by  choosing  where  they  should  be 
and  where  they  should  not  be,  that  the  most  con- 
servative academics  have  given  them  the  right  hand 
of  fellowship. 

The  old  Fence  went.  That  hardly  needs  the  record. 
Petitions  and  traditions  availed  not.  President  Dwight 
told  the  Fence  Committee  that  it  was  the  sense  of  the 
Corporation  meeting  that  the  improbability  of  lightning 
striking  twice  in  the  same  place  (a  phenomenon  which 
the  President  paused  to  explain  by  citing  the  observation 


THE  FIGHT  TO   SAVE  THE   FENCE.  3$ 

of  the  small  boy  that  it  did  n't  have  to)  should  lead 
them  to  decline  the  proposition  to  defy  it  this  time. 
Yale  was  not  anxious  to  have  it  repeat  the  phenomenon 
in  this  instance.  The  idea  of  the  President  probably 
was  that  if  Yale  ever  took  down  the  lightning  rod  which 
had  the  reputation  of  ever  standing  and  of  ever  slant- 
ing towards  the  great  banks  with  their  silver  and  gold 
linings,  the  luck  might  turn  the  wrong  way. 

Along  the  front  of  Durfee  and  down  the  Chapel  walk 
in  a  semi-circular  swing  is  the  Fence  of  modern  Yale. 
Here  the  main  rights  and  privileges  of  the  older  institu- 
tion are  maintained.  Its  use  is  very  considerable.  On 
the  warmer  summer  evenings  you  will  find  some  two 
hundred  sitting  and  standing  along  the  line,  and  of 
late  one  or  the  other  or  both  of  the  Glee  Clubs  have 
been  very  regular  in  leading  good  congregational  sing- 
ing there.  The  new  Fence  does  not  gather  the  Sheff 
men  as  the  old  Fence  did,  and  it  does  not  now  gather 
the  graduates,  particularly  those  of  the  older  classes, 
nearly  as  much.  It  is  to  be  doubted  if  even  those  who 
have  left  Yale  since  the  old  Fence  died  will  ever  use 
this  to  such  an  extent  as  the  old  Fence  was  used  by 
graduates. 

But  neither  of  these  things  was  to  be  expected. 
Sheff  and  Academic  must  in  the  future  come  together 
by  some  other  means  than  an  institution  which  had  thus 
been  made  peculiarly  one  of  the  Academic  Department. 
That  is  one  of  the  problems  of  the  future,  and  one  of 
the  great  ones.  The  man  who  can  solve  the  question 
of  holding  together  the  great  University  in  any  such  way 
as  the  old  college  held  together,  will  prove  his  title  to 
the  highest  talent  of  organization.  Perhaps  some  day 
Sheff  and   Academic  will    have  courses  of   the  same 

3 


34  YALE. 

length,  and  then  a  union  on  the  line  of  the  same 
common  institutions  will  be  easier. 

The  University  Club  supplies  this  common  meeting- 
place,  for  some  purposes,  to  a  limited  number  of  men 
of  the  upper  classes  of  the  Academic  and  Scientific 
Departments,  its  membership  being  about  one  hundred 
and  fifty.  In  its  quarters,  at  the  corner  of  York  and 
Chapel  Streets,  which  have  recently  been  improved,  it 
offers  excellent  club  facilities  to  its  members.  Radical 
changes  and  very  great  expansion  would  be  required 
to  allow  it  to  meet  to  any  considerable  degree  the 
demand  for  a  common  rallying-point  for  the  under- 
graduates. 

As  for  the  returning  graduate,  his  need  can  be  sup- 
plied in  some  ways  even  better  than  the  old  Fence 
supplied  it.  But  another  chapter  treats  of  the  possi- 
bilities of  the  Graduates'  Club. 


CHAPTER   VIII. 

LIVING   AND    WORKING   BY   CLASSES. 

THE  time  will  come  when  the  names  of  the  faithful 
Class  Secretaries  of  Yale  will  be  enshrined  on 
some  roll  of  honor,  and  their  statues  adorn  the  length 
and  breadth  of  a  great  University  Hall.  This  bronze 
company  would  not  require  a  niche  and  pedestal  for 
every  class.  Far  from  it.  There  are  class  secretaries, 
and  others  who  go  by  the  name.  Those  who  are 
secretaries  do  more  than  any  other  individuals  to  hold 
Yale  together,  and  that  is  the  University's  debt  to  them. 
As  to  what  they  accomplish  for  their  classes,  in  the 
way  of  preserving  very  bright  memories  and  keeping 
all  down  the  years  the  elbow  touch  of  the  recitation 
room,  the  Fence,  the  Chapel  pew,  and  the  banquet  hall, 
the  classes  themselves  know. 

It  would  be  a  very  good  thing  to  start  such  a  roll 
of  honor  or  gallery  of  heroes  soon.  Then  would  it  be 
a  source  of  great  inspiration  to  him  who  is  chosen 
hereafter  to  bear  the  burdens  and  receive  the  maledic- 
tions that  go  with  the  secretaryship,  to  play  his  part 
like  a  faithful  slave  and  a  true  hero,  continuing  the  all- 
the-year-round  hunt  for  those  who  seek  the  reputation 
of  being  "  the  most  elusive  living  graduate,"  and  serving 
back  for  the  curse  words  that  come  by  mail  fresh  bulle- 
tins of  events  sad  and  happy,  of  arrivals  and  departures, 
of  marriages  and  givings  in  marriage,  of  the  winnings 


36  YALE. 

of  gold  and  of  oflfice,  of  honorable  penury  and  glory- 
giving  defeat. 

The  University  is  beholden  to  them  for  their  work 
of  organization  and  inspiration,  because  the  word  "  to- 
gether "  is  the  great  word  at  Yale.  In  the  opinion  of 
those  who  are  simple  enough  to  think  that  a  college 
education  is  most  important  for  its  effect  on  character, 
and  who  are  vain  enough  to  think  that  there  is  no  place 
on  the  footstool  with  as  many  favorable  influences  for 
the  development  of  character  as  the  place  they  call 
Yale,  it  sums  up  the  best  things  of  Yale  life. 

It  implies  all  those  qualities  which  come  to  the  sur- 
face in  individuals  when  Yale  as  Yale  is  making  her 
great  efforts.  It  means  endless,  painstaking  persever- 
ance the  whole  year  round  and  four  years  together; 
faith  that  nothing  can  weaken,  and  a  will  unbreakable. 
It  means  all  the  noblest  manifestations  of  college  life, 
which  more  than  balance  in  the  scale  against  the  un- 
worthy things  which  go  with  this  "  mass  play,"  as  Pro- 
fessor Perrin  calls  it,  and  of  which  his  speech  elsewhere 
quoted  speaks  with  such  detail  and  with  such  definite- 
ness  and  force  as  to  make  it  idle  to  develop  the  idea 
further.  It  means  besides  this  the  opportunity  for 
every  one  to  get  into  the  work,  and  the  inspiration  to 
do  his  part  of  it  well,  and  carries  with  it  the  promise 
that  there  shall  be  recognition  of  that  work  well  done 
and  an  opportunity  for  still  larger  work. 

And  so  the  preservation  of  the  class  as  the  unit  of 
the  Yale  organization  is  a  thing  very  highly  to  be 
prized,  and  is  a  thing  to  which  the  greatest  attention 
is  given  at  Yale.  There  are  all  kinds  of  class  functions 
common  to  colleges.  It  seems  to  me  doubtful  that 
there  is  any  other  college  where  so  many  of  them  are 


LIVING   AND   WORKING   BY  CLASSES.         37 

combined,  and  where  are  all  the  great  activities  of  the 
place  run  so  generally  along  the  class  lines. 

Men  study  together  for  two  years  in  the  Academic 
Department  and  for  one  year  in  Sheff  before  there 
is  any  appreciable  break  along  the  elective  lines.  For 
two  hundred  or  more  days  in  the  year  Yale  College  is 
gathered  by  classes  in  Battell  Chapel ;  and  when  the 
students  conduct  their  own  religious  services  under 
their  own  voluntary  organization,  their  prayer  meetings 
and  their  Bible  study  meetings  are  by  classes.  Of 
course,  they  row  and  play  football  and  baseball  by 
classes.  They* loaf  by  classes,  squatting  together  on 
the  Fence  rails.  Again,  in  the  College,  and  as  a  feature 
quite  peculiar  and  most  important,  they  break  into 
secret  societies  by  classes.  They  run  their  college 
journals  by  classes.  They  take  up  the  various  customs 
and  privileges  of  college  life,  from  the  carrying  of  a 
cane  and  the  wearing  of  a  silk  hat  to  the  perfect  liber- 
ties of  top  spinning  and  "  nigger  baby,"  by  classes. 
One  of  the  latest  developments  of  debating  is  by 
classes.  The  Freshman  Union  followed  the  formation 
of  the  Union  itself,  and  as  one  of  the  most  promising 
evidences  of  social  reform,  as  well  as  of  debating 
interests,  the  Sophomore  Wigwam  came  into  being. 

This  list  of  class  activities,  spiritual,  physical,  and 
social,  would  be  practically  complete  if  we  could  say 
that  Yale  men  ate  by  classes.  They  do  not  do  that 
while  they  are  in  Yale  very  much.  They  have  just  one 
class  supper  before  they  graduate,  which  is  only  a 
moderately  successful  institution.  They  used  to  have 
another  class  feast,  about  which  there  was  nothing 
moderate  whatever,  to  wit,  the  annual  entertainment  of 
Harvard  at  baseball  in  Freshman  year,  a  custom  that 


38  YALE. 

has  worthily  passed  into  the  traditions.  In  older  time 
there  were  annual  jubilees,  but  there  seems  to  have 
been  some  good  reason  for  the  death  of  this  convention. 

While  a  sister  institution  is  seeking  to  revive  class 
feeling  by  class  suppers,  the  Yale  class  spirit,  seemingly 
content  with  the  variety  of  its  activities  on  the  campus, 
has  in  later  years  developed  the  innovation  of  frequently 
recurring  class  meetings,  whenever  any  particular  event 
could  bring  a  considerable  number  of  the  class  together 
in  New  Haven  or  New  York  or  any  other  good  Yale 
centre.  This  is  entirely  apart  from  the  stated  feasts  of 
triennial  and  sexennial  and  decennial  and  quin-decen- 
nial  and  vigintennial  and  quarter-centennial  and  trigin- 
tennial  and  all  the  others  up  to  the  sixtieth. 

May  it  thus  ever  be,  and  more  so,  prays  the  devout 
Yale  man.  If  not  more  so,  how  are  we  going  to  gather 
our  increasing  families  around  the  class  hearthstone  and 
feel  it  natural  to  Bill  and  Jack  and  Bob  them?  That 
should  be  the  method  of  salute,  but  a  most  torturing 
one  is  it  and  one  to  be  abhorred,  unless  most  natural. 
It  cannot  be  natural  without  even  increased  means  of 
mixture.  You  occasionally  find  young  men  nowadays 
who  speak  of  knowing  all  the  class,  as  though  that 
were  something  to  be  remarked  upon.  It  should  be 
something  to  be  remarked  upon,  in  language  drawn 
reverently  from  the  imprecatory  Psalms,  when  this  is 
not  so. 

Men  will  say  that  these  things  are  impossible  as  the 
University  grows.  To  which  it  is  proper  to  reply,  in 
the  first  place,  that  we  are  not  concerned  with  people 
who  use  the  word  "  impossible,"  which  has  never  been 
a  favorite  one  at  Yale  and  ought  never  to  be.  Secondly, 
we  are  not  now  treating  of  university  growth,  or  any 


■'•    r>- ^^Fv^-sf^. 


t 


Yale  Infirmary 


Vale  Uxiversity  Club 


LIVING  AND  WORKING  BY  CLASSES.         39 

of  those  things  which  require  general  statement,  or  of 
those  feelings  which  rejoice  in  totals.  We  are  talking 
about  class  feeling  as  it  gloriously  exists  at  Yale  Col- 
lege, and  as  it  is  growing  to  exist  more  gloriously  in 
lusty  Shefif.  In  other  words,  we  are  talking  about  that 
which  made  and  which  makes  Yale  so  much  of  a  thing 
and  so  dear  a  thing  to  you  and  to  me  and  to  all  of  us. 

This  being  towards  the  end  of  the  century,  and  Yale 
now  entering  the  period  of  preparation  for  her  two 
hundredth  birthday,  it  is  proper  to  report  how  things 
are  in  respect  to  class  feeling  and  the  community  life 
of  Yale. 

They  are  good,  in  spite  of  it  all.  By  in  spite  of  it  all, 
if  I  can  explain  this  sentence  backwards,  I  mean  in  spite 
of  an  environing  element  which  has  not  been  ordered 
with  much,  if  any,  regard  to  the  community  life  of  Yale. 
As  it  seems  to  the  writer,  the  development  of  Yale 
materially  has  either  ignored  Yale  socially,  or  has 
assumed  that  Yale  socially  is  unimpressionable ;  that 
the  spirit  of  the  place  will  persist  under  all  circum- 
stances. But  it  is  not  the  purpose  of  this  chapter  to 
go  into  this  controversy.  Those  who  believe  most 
strongly  that  to  follow  a  strictly  business  line  in  the 
renting  of  rooms,  and  thus  in  a  measure  reproduce  the 
money  line  of  the  outside  world  on  the  Yale  campus, 
is  to  injure  Yale  democracy,  and  those  who  have  criti- 
cised because  this  is  largely  done  without  any  evidence 
on  the  part  of  the  distinguished  Governors  of  Yale  that 
the  act  troubles  them  at  all,  or  is  accomplished  with 
regret,  are  still  to  be  found  as  willing  as  any  to  recog- 
nize in  the  Yale  of  to-day  the  splendid  persistence  of 
the  old  qualities  of  discipline  and  organization  and 
esprit  de   corps   and    fair    play    with   a   chance    for    all. 


40  YALE. 

They  join  hands  with  those  most  perfectly  satisfied  in 
all  things  that  are  done,  in  hailing  New  Yale  as  still 
Old  Yale ;  but  they  do  not  like  to  see  an  element  enter 
the  situation  which  threatens  an  idol  of  Yale,  —  her 
Democracy.  And  just  as  they  hope  to  see  the  lack  in 
the  society  equipment  of  the  college  made  good  and 
the  unfavorable  conditions  of  the  present  removed,  so 
with  much  hope  they  look  to  a  future  wherein  the 
campus  of  Yale,  however  closely  it  may  be  pressed 
and  surrounded  by  a  busy,  developing  city,  may  realize 
in  its  own  particular  life  and  in  the  material  conditions 
of  that  life,  the  principles  of  a  true  democracy. 

What  has  this  to  do  with  classes?  The  whole  subject 
is  touched  when  we  touch  one  end  of  it.  But  back  to 
the  first  and  the  better  part  of  this  sentence.  It  is  well, 
it  was  reported,  with  the  class  spirit  and  the  community 
spirit  of  Yale.  Yes,  the  Yale  which  labored  and  even 
floundered  as  it  took  on  great  size  and  tried  to  move 
along  its  old  ways  at  the  same  time,  is  getting  used  to 
itself,  and  the  old  ways  and  the  New  Yale  are  adapting 
themselves  to  each  other.  There  were  years  when  the 
class  feeling  perceptibly  weakened ;  when  men  were 
cynical  and  scornful  about  their  classmates,  and  liked 
to  join  in  a  cheap  wit  at  the  expense  of  class  sentiment, 
or  afi'ected  a  superior  philosophy  which  avoids  the 
dangers  of  gush.  A  favorite  conversational  pastime  of 
the  college  for  a  few  years  not  so  long  ago  was  the 
dissection  of  all  those  without  the  immediate  group  of 
dissectors,  \yith  particular  reference  to  faults  and  vices. 
Those  who  received  the  most  attention  were  those  with 
whom  they  were  thrown  into  the  closest  relations  in 
Yale's  social  life,  to  wit,  their  classmates,  and  those 
others  in  whom  they  were  compelled  to  take  a  more  or 


LIVING  AND   WORKING  BY  CLASSES.        41 

less  real  interest,  the  leaders  of  Yale  in  her  athletic  life. 
There  was  a  precocious  maturity,  a  worldly  wisdom, 
which  affected  '  the  healthy  Yale  stomach  as  some 
horrible  perversion  of  color  affects  the  most  susceptible 
artist.  Alumni  met  undergraduates  on  trains  or  in 
hotels  in  other  towns  and  listened  to  their  incisive  wit 
at  the  cost  of  their  classmates  or  their  College,  or  their 
dull  grumble  of  reproach  about  captains  and  coaches, 
as  long  as  they  could  tolerate  it,  and  then  asked  them- 
selves if  they  had  really  met  representative  Yale  men. 
They  probably  had  met  fairly  representative  Yale  men. 
Some  of  the  choicest  spirits  that  came  to  the  University 
at  this  time  of  transition  became  temporarily  dyspeptic. 
There  was  something  in  the  air  wrong  in  those  days. 
There  are  some  traces  of  it  left,  but  on  the  whole  Yale 
has  pulled  herself  together. 

The  conditions  are  as  different  in  the  present  time, 
of  which  I  am  writing  with  some  detail,  from  those  of 
a  few  years  ago,  as  were  the  athletics  of  the  football 
season  of  1897  from  those  of  the  few  years  preceding. 
To  those  who  know  Yale  athletics  this  will  seem  a 
strong  statement.     It  is  true. 

It  is  impossible  to  trace  the  development  of  the  class 
spirit  at  Yale  with  any  degree  of  definiteness.  It  varies. 
Sometimes  it  is  wholesome  from  start  to  finish.  Again 
it  passes  through  diseased  stages.  Some  classes  are 
weakened  by  internal  strife,  of  which  the  scars  are  not 
healed  even  at  graduation,  or  until  even  the  second  or 
third  reunion.  Of  course,  a  steady  and  natural  develop- 
ment is  the  best.  But  even  when  that  is  the  way,  it  is 
not  unlikely  to  be  severely  shaken  by  the  excitement 
and  disappointments  and  sometimes  bitterness  that 
follows   the  society  elections   in  the  spring  of  Junior 


42 


YALE. 


year.  This  in  a  well-ordered  class  will  wear  off  when 
Senior  year  is  well  under  way. 

As  a  rule  it  is  safe  to  say  that  the  more  solid  satis- 
faction is  taken  in  class  reunions  after  the  first  or  second 
gathering,  by  those  who  really  wish  to  enjoy  their 
fellows  and  find  out  about  them  and  live  it  over  with 
them  again.  The  second  reunion  is,  I  am  sure,  much 
more  calculated  to  carry  out  these  objects  than  the 
first.  The  enthusiasm  is  not  worn  off,  but  some  of  the 
gunpowder  has  burned  out.  It  is  in  the  better  sense 
of  the  word  a  rather  more  mellow  occasion. 

But  each  one,  I  fancy,  brings  its  own  particular  bless- 
ing with  it,  and  none  goes  by  without  leaving  with  him 
who  properly  takes  it  a  more  realizing  sense  of  the 
really  valuable  things  which  he  found  at  Yale.  The 
more  sensibly  and  earnestly  and  worthily  he  has  lived 
his  life  after  graduation,  the  more  he  has  taken  up  the 
opportunities  of  his  particular  situation  in  life,  with  the 
more  zest,  as  the  writer's  observation  goes,  does  he 
seem  to  return  to  these  friendship  feasts  and  observa- 
tion points.  The  stronger  his  life  has  been,  whether  in 
large  or  small  sphere,  the  more  he  seems  to  appreciate 
what  flowed  into  it  from  Yale.  It  seems  to  me  quite 
safe  to  say  also  that  the  less  does  he  regret  that  it  is  all 
over  and  the  less  does  he  say  that  he  can  never  be  as 
happy  again,  or  indulge  in  any  of  those  unhealthy 
feelings ;  but  rather  the  more,  as  he  looks  back,  does 
he  appreciate  the  preparation  which  Yale  gave  him  for 
just  those  things  which  he  is  now  doing,  and  which  have 
the  more  meaning  for  him  and  the  more  satisfaction 
for  him  because  to  a  greater  or  less  extent  he  learned 
to  appreciate  the  relations  of  things  at  Yale,  and  learned 
what  really  makes  life  worth  the  living. 


Battell  Chapfx 


CHAPTER   IX. 

IN    BATTELL   CHAPEL. 

THERE  is  nothing  in  Yale  College  much  more 
worth  the  while  joining  in  than  the  Doxology 
at  the  end  of  the  Sunday  morning  service  in  Battell 
Chapel.  It  is  about  the  heartiest  expression  of  religious 
feeling  that  one  can  find.  If  it  has  been  preceded 
by  a  sermon  from  some  manly,  magnetic,  and  forceful 
preacher,  the  effect  is  all  the  more  soul-satisfying.  If 
it  has  followed  one  of  those  mornings  in  Chapel  which 
are  more  frequent  than  one  likes  to  confess  (although 
less  common  now  than  in  the  older  days),  then  this 
Doxology  singing  is  all  the  more  striking  and  more 
thought-provoking  than  in  the  first  case.  The  only 
other  religious  exercises  to  compare  with  it  will  be 
found  in  the  purely  voluntary  student  assemblies  in 
Dwight  Hall,  which  is  the  home  of  the  greatest  part  of 
the  real  religious  life  of  the  institution. 

But  you  may  miss  the  Doxology  and  you  may  miss 
the  Sunday  night  meeting,  and  you  may  happen  into 
an  ordinary  week  day  Chapel  service.  There  is  at 
least  an  even  chance,  under  those  circumstances,  that 
you  will  go  away  with  peculiar  feelings  about  the 
religious  susceptibilities  and  possibilities  of  the  Yale 
student.  You  will  see  an  audience  of  twelve  or  thir- 
teen hundred  men,  with  perhaps  half  of  them  shot  into 
the  hall  and  rushed  into  their  seats  between  nine  and 
eleven  minutes  after  eight,  8.  lo  being  the  time  set  for 


44 


YALE. 


the  beginning  of  the  service.  Half  of  them  have  not 
gone  through  a  decent  toilet,  and  the  variety  extends 
all  the  way  from  a  mackintosh  and  a  pair  of  rubber 
boots,  which  are  two  out  of  three  pieces  of  the  attire 
of  the  student  who  wakes  at  eight  and  one-half  minutes 
past  eight,  to  the  sweater  costume,  which  may,  after 
all,  be  the  all  day  habit  of  its  wearer.  They  nearly 
all  have  their  books  for  their  first  recitation,  and  not 
a  few  of  them,  unless  so  near  one  of  the  Faculty  senti- 
nel's eyes  as  to  make  it  unwise,  are  willing  to  consult 
them  at  special  or  at  all  times  during  divine  service. 
If  they  are  so  forehanded  or  so  reckless  as  to  be  callous 
to  their  text-books,  they  have  quite  likely  gathered  in 
the  morning  paper;  in  not  a  few  cases,  and,  in  so  far 
as  that  is  safe  to  do,  they  devour  its  contents. 

If  a  sociable  dog  is  lingering  about  Chapel  between 
8.05  and  8.10,  the  chances  are  against  his  being  out- 
side after  8. 10.  Nobody  in  particular  calls  him  in,  but 
there  is  a  general  air  of  hospitality  through  all  the 
stream  of  worshippers,  and  he  will  flow  innocently 
along  with  them  and  into  the  centre  aisle. 

As  to  the  services  themselves,  the  students  take 
part  in  them  to  a  very  limited  degree.  Their  congre- 
gational singing  is  done  principally  by  proxy,  to  wit, 
by  the  choir,  which  performs  that  service  much  more 
acceptably  now  than  it  used  to.  The  writer  has  in 
mind  a  class  which  was  rather  noted  for  its  strong 
religious  feeling,  whose  general  influence  was  reforma- 
tory as  to  matters  moral,  and  which  did  a  great  deal 
towards  perfecting  and  strengthening  the  organization 
of  the  Y.  M.  C.  A.  of  Yale.  One  of  their  favorite 
campus  melodies  was  made  of  the  last  lines  of  a  chant 
which  had  been  sung  with  such  persistence  and  trying 


IN   BATTELL   CHAPEL.  45 

regularity  in  Chapel  as  to  be  divested  altogether  of  re- 
ligious meaning  and  to  pass  into  the  realm  of  humor. 
Every  now  and  then  you  would  hear  from  the  Senior 
Fence,  and  ever  and  anon  now  rises  from  the  class  ban- 
quet board  wherever  it  is  spread,  these  few  words :  — 

"Soon  shall  the  trumpet  sound  and  we  shall  rise  to  immortality. 
Amen.     Amen.     Amen.     Amen." 

The  passage  is  rendered  with  a  particular  ferocity 
which  makes  it  in  the  distance  somewhat  resemble 
the  Greek  yell.  The  song  is  joined  in  zealously  by  all, 
whatever  their  religious  natures.  It  would  be  hard  to 
convince  any  of  them  of  impropriety,  much  less  of  flip- 
pancy or  sacrilege,  in  this  amusement.  There  are  no 
sacred  associations  with  that  particular  chant  sung  in 
that  particular  way. 

The  members  of  another  class,  with  an  excellent 
reputation  for  piety,  would  often  salute  one  of  their 
members,  a  tenor  soloist  of  the  choir,  with  the  pas- 
sage,  rendered  in  excellent  time  and  tone,  — 

"  Who  is  the  King  of  Glory  ?  " 

The  reply  was  always  the  tenor's  name,  which  lent 
itself  particularly  well  to  the  peculiar  intonation. 
This  was  the  effect  of  painful  persistency  in  this 
chant  by  the  choir  of  their  day. 

But  there  has  been  a  Musical  Department  at  Yale 
since  then,  and  there  is  more  attention  to  the  choir, 
and  that  part  of  the  service  is  more  like  worship. 

There  is  another  improvement  in  the  arrangement  of 
the  Chapel,  which  has  removed  visitors  from  the  back 
gallery,  increasing  classes  having  occupied  all  the 
room  there.  Only  six  or  eight  years  ago  it  was  usual 
for  a  third  of  the  congregation,  particularly  at  Prom 


46  YALE. 

time  or  any  festive  occasion,  to  rise  with  tlie  choir  and 
then  turn  around,  back  to  the  pulpit  and  face  to  the 
gallery.  This  inspection  of  the  fair  faces  of  the  visi- 
tors was,  of  course,  as  thoroughly  discourteous  as  it 
was  irreverent.  The  temptation  is  removed  by  locat- 
ing visitors  in  the  transept. 

A  moderately  respectful  attention  is  paid  to  the 
prayer  by  half  or  two-thirds  of  the  audience,  but  it  is 
always  better  for  any  one's  impressions  to  keep  his 
own  eyes  closed. 

The  President,  following  immemorial  custom,  walks 
down  the  centre  aisle,  the  Seniors  waiting  to  bow  him 
out.  This  bowing  ceremony  is  a  very  pretty  thing  in 
theory,  and  because  it  is  a  custom  would  as  well  be 
observed.  As  an  impressive  demonstration  of  respect 
of  authority  it  fails  in  some  points,  when  one  notices 
the  exquisite  nicety  of  calculation  by  which  those  rows 
of  heads  go  down,  touching  the  nap  but  not  the  body 
of  the  cloth  itself  on  the  President's  back,  and  the 
lack  of  any  distance  between  the  President  and  those 
who  have  fallen  in  line  behind  him. 

It  may  be  that  the  average  visitor  will  observe  less 
of  these  incidents  and  be  impressed  more  by  the  gen- 
eral features  of  the  occasion.  The  gathering  of  twelve 
or  thirteen  hundred  young  men  every  morning,  as 
around  a  great  family  altar;  the  conduct  of  prayers 
by  their  official  head,  the  President  of  the  University, 
and  thus  the  daily  emphasis  of  the  dependence  on  God 
and  the  aim  of  the  institution,  cherished  from  its 
foundation,  to  strengthen  the  bulwarks  of  religion  —  it 
may  be  that  these  considerations  will  greatly  move  the 
onlooker.  It  will  depend  entirely  upon  his  tempera- 
ment.    Many   will   forget   that   these   men  are  there 


IN    BATTELL  CHAPEL.  47 

because  they  have  to  be  there,  while  to  others  it  is 
impossible  to  overlook  this  feature  or  to  fail  to  see 
the  effects  of  it.  To  them  such  religious  worship  is 
not  worthy  of  the  name,  and  they  say  that  a  college 
that  can  support  voluntarily  such  religious  life  as  Yale 
has  in  her  student  organization  has  least  of  all  excuse 
for  this  compulsion. 

Sunday  morning  offers  less  chance  for  the  critic  of 
the  compulsory  system.  It  is  later  in  the  day.  The 
students  have  no  immediate  duties  before  them.  They 
have  all  slept  long,  and  generally  feel  in  good  humor. 
The  service  is  not  a  long  or  tedious  one  except  on 
rare  occasions,  and  the  custom  of  bringing  the  best 
preachers  obtainable  from  other  cities  brings  the 
students  together  in  expectancy  of  something  worth 
listening  to.  If  the  preacher  be  a  Drummond  or  a 
Watson,  you  will  scan  the  audience  in  vain  for  evi- 
dence of  restlessness  in  this  compulsory  service.  On 
the  contrary,  you  will  envy  the  preacher  his  opportu- 
nity of  playing  upon  the  sentiments  of  such  highstrung 
and  yet  finely  poised  natures  as  are  before  him,  and  of 
appealing  to  the  ideals  and  aspirations  of  men  of  fine 
parts,  of  best  impulses,  and  of  spirits  unwarped  and 
unwearied.  These  men  will  talk  about  that  sermon  for 
days  and  weeks  afterwards.  Isn't  it,  then,  rather 
fanciful,  you  may  ask,  to  believe  that  the  ultimate 
effect  is  any  less  upon  them  because  they  must  be  in 
their  seats  or  suffer  certain  penalties .''  If  the  preacher 
has  once  gained  his  audience,  and  gained  a  hearing 
from  them,  are  they  not  as  ready  then  for  anything  he 
may  give  them,  as  though  they  came  of  their  own 
accord.-'  To  which  your  believer  in  religious  elective 
freedom  will  reply  that  those  on  whom  any  permanent 


48  YALE. 

effects  are  produced  would  be  in  the  Chapel  that  day 
of  their  own  choice,  to  worship  under  such  auspices 
and  under  such  guidance;  that  proper  effort  can  so 
order  the  exercises  of  the  Sunday  morning  Chapel  as  to 
crowd  the  building  on  almost  every  Sunday ;  that  the 
resultant  atmosphere  of  spontaneous  religious  feeling 
would  intensify  many  times  good  effects  which  now 
have  to  break  through  the  barrier  set  up  by  com- 
pulsion. 

Now  and  then  some  champion  of  the  existing  regu- 
lation of  religious  service  at  Yale  will  talk  eloquently 
of  the  social  effect  of  the  bringing  together  of  Yale 
College  in  one  general  exercise  every  morning.  The 
mere  collection  of  the  members  of  this  department 
under  one  roof  strengthens  the  community  life;  the 
division  in  the  sitting  makes  the  class  tie  the  stronger. 
A  Cornell  man,  witnessing  recently  the  Sunday  morn- 
ing Chapel,  told  the  writer  that  he  considered  it  one 
of  the  finest  things  at  Yale.  Yale  was  together  before 
his  eyes,  and  all  the  traditions  of  her  organization  and 
of  her  spirit  of  unity  seemed  to  be  expressed  there 
before  him. 

But  he  who  argues  for  compulsory  religious  service 
as  a  means  of  cementing  the  social  unity  of  Yale  will 
bring  upon  his  head  the  vials  of  fierce  wrath.  That 
religion  should  be  used  merely  as  a  part  of  a  system  of 
organization  is  abhorrent  to  those  who  take  this  prob- 
lem seriously. 

"  If  you  want  to  get  your  Yale  family  together  in  the 
morning,"  protested  an  indignant  member  of  one  of 
the  recent  classes  of  Yale,  who  now  wears  the  cloth 
most  becomingly,  "don't  drive  them  with  a  lash  to 
church  and  tell  them  to  get  together  in  the  name  of 


IN   BATTELL   CHAPEL.  49 

God.  Rather  than  to  apply  such  a  theory  you  would 
better  rip  out  the  seats  of  Battell  Chapel  and  put  in 
breakfast  tables,  and  make  every  man  in  the  Academic 
Department  take  half  an  hour  for  his  morning  meal. 
And  let  it  be  one  which  will  give  him  quiet  satis- 
faction of  spirit  instead  of  moving  him  to  profanity. 
Such  a  course  would  far  more  conduce  to  the  material 
interests  of  Yale  social  life,  and  the  spiritual  welfare 
of  her  sons,  than  a  morning  round-up  in  the  name  of 
religion." 

A  very  strong  argument  in  favor  of  the  system  of 
compulsory  chapel  is  that  afforded  by  the  votes  of  the 
classes  as  they  graduate.  The  records  of  the  class- 
books  for  years  back  show  that  Seniors,  closing  their 
four  years  of  compulsory  chapel,  have  voted  strongly 
in  favor  of  the  continuance  of  the  system.  One  man, 
in  commenting  on  his  vote,  expressed  his  view  of  the 
problem  in  this  way:  "The  chapel  habit  is  not  hard  to 
acquire."  That  view  docs  not  show  profound  consider- 
ation of  the  problem,  but  the  votes  on  the  question 
are  generally  given  in  a  serious  mood  and  after  much 
thought. 

What  might  be  done  vv'ith  a  changed  order  of  service 
is  of  course  problematical,  although  there  are  great 
possibilities  of  improvement  in  that  direction.  Should 
the  means  ever  be  found  to  ensure  reverence,  the  oppo- 
sition to  compulsory  prayers  would  generally  surrender. 


CHAPTER   X. 

IN   THE  YALE  YOUNG  MEN'S  CHRISTIAN  ASSOCIATION. 

BUT  back  to  the  spirit  of  the  Doxology;  back  to 
the  Sunday  evening  meeting.  Let  us  trouble  no 
more  the  waters  of  controversy.  It  is  Yale  that  we 
are  going  through,  and  we  would  fain  tell  you  what 
you  may  find  there. 

We  were  talking  at  one  of  our  class  reunions  about 
somebody  we  had  known  in  college,  whose  career 
thereafter  did  not  come  up  to  Yale  ideals. 

"I  always  thought  him  rather  weak,"  said  one,  "but 
he  lived  a  fairly  decent  life  at  college." 

"That  is  not  so  strange,"  said  another.  "He  was 
easily  influenced,  and  all  the  influences  of  his  friends 
and  of  his  life  here  were  good.  In  fact,  the  influences 
for  almost  anybody  at  Yale  are  good  unless  he  deliber- 
ately chooses  to  have  them  otherwise.  The  man  who 
can't  lead  a  pretty  decent  sort  of  a  life  at  this  place 
isn't  liable  to  anywhere  else." 

The  sentiment  was  unanimously  ratified  by  the  com- 
pany. It  is  a  sentiment  that  is  ratified  by  fact  and 
experience.  There  are  exceptions.  Men  will  turn 
their  faces  steadily  away  from  that  which  is  for  their 
own  and  everybody  else's  good,  and  which  is  crowded 
upon  them  on  every  side,  for  a  whole  course  at  Yale, 
and  will  come  to  full  consciousness  afterwards  and 
make  their  lives  very  useful  and  noble  under  much 
less   favorable   conditions   than   they   found    in    their 


YOUNG  MEN'S   CHRISTIAN    ASSOCIATION.     51 

college  course.  There  are  still  more  who  steer  wildly 
for  one  or  two  or  three  years  before  they  get  their 
bearings  and  their   ballast. 

But,  on  the  whole,  the  men  who  have  got  it  in  them 
to  appreciate  good  things  and  the  right  kind  of  people, 
and  who  are  capable  of  trying  to  realize  in  their  own 
lives  and  character  any  ideal,  are  quite  apt  to  give 
abundant  evidence  thereof  early  in  their  college  course. 

The  Freshman  has  not  yet  reached  New  Haven  before 
he  has  been  made  aware  of  a  student  organization 
which  is  ready  to  welcome  him  and  aid  him  in  many 
ways  in  getting  on  his  sea  legs.  The  handbook  sent 
out  by  the  Yale  Young  Men's  Christian  Association  is 
sent  to  every  member  of  the  incoming  classes  of  the 
two  undergraduate  departments  long  before  the  open- 
ing of  the  fall  term.  It  is  a  compact  compendium  of 
main  facts  about  Yale  and  New  Haven  which  the  new 
collegian  should  have  in  his  possession  at  the  earliest 
opportunity.  The  college  cheer,  in  accurate  Greek, 
is  duly  set  forth.  The  text-books  to  be  needed  at  once 
are  described.  The  names  of  his  Class  Faculty  and 
their  departments  are  told  him;  the  location  of  the 
Library  and  something  about  its  contents  and  rules, 
and  how  to  get  to  the  Yale  Field ;  the  equipment  of 
the  Yale  Gymnasium  and  the  rules  thereof,  and  some- 
thing about  the  stores  and  wonders  of  the  Peabody 
Museum ;  how  athletics  and  glee  clubs  and  Commons 
are  run ;  where  he  may  go  if  he  is  sick,  and  what  are 
his  college  papers;  the  calendar  of  the  college  year, 
and  the  list  of  places  worth  knowing  about  in  New 
Haven  and  near  the  city.  It  is  not  only  a  list  of 
things  to  do  and  to  see,  but  it  has  a  list  of  things  a 
Freshman  would  better  not  do,  if  he  wishes  to  live  in 


52 


YALE. 


peace  in  this  new  country  of  Yale,  whose  laws  are 
peculiar,  and  of  the  inflexibility  of  the  statutes  of  the 
Medes  and  Persians. 

Of  course  he  is  also  told  of  the  Yale  Young  Men's 
Christian  Association  itself,  which  sends  him  the  book 
and  which  has  its  home  in  Dwight  Hall.  The  col- 
lege generally  calls  the  whole  organization  and  its 
activities  Dwight  Hall,  although  the  name  is  now 
inadequate  since  the  Sheffield  Department  has  taken  a 
home  of  its  own  over  on  College  Street.  The  various 
divisions  of  its  busy  work  are  briefly  given  with  the 
names  of  its  officers.  In  the  lists  he  recognizes  those 
which  he  has  frequently  seen  before,  if  he  has  begun 
to  follow  Yale  annals :  men  of  editorial  boards  and 
Promenade  committees  and  debating  teams  and  nines 
and  elevens  and  eights,  and  those  on  society  lists;  for 
the  fact  is  most  worth  noting,  because  most  signifi- 
cant, of  all  the  facts  of  Yale's  religious  life,  that  those 
of  influence  and  leadership  in  the  college  world  and 
those  who  man  the  student  religious  organizations  are 
in  very  many  cases  identical. 

It  is  very  likely  that  this  practical  introduction  to 
Yale  and  the  Yale  Young  Men's  Christian  Association 
is  not  the  first  time  that  the  influences  of  Yale's 
religious  life  have  reached  the  prospective  Freshman. 
There  is  something  very  direct,  straightforward,  and 
manly  about  the  busy  activities  of  this  religious  work 
of  Yale.  In  the  days  of  fierce  campaigning  for  the 
under-class  societies,  it  was  not  uncommon  to  argue 
with  preparatory  school  youth,  and  even  pledge  them 
to  one  of  the  Sophomore  societies  a  year  or  more 
before  they  could  be  initiated  therein.  This  unhealthy, 
head-swelling  system  has  gone  by,  and  a  much  better 


Thk  Old  Library 


DwiGHT  Hall 


YOUNG   MEN'S  CHRISTIAN   ASSOCIATION.      53 

system  of  campaigning  has  been  substituted  therefor. 
This  campaigning  is  in  the  interest  of  the  greater 
society  of  all  Yale,  to  which  every  other  society  is 
subordinate.  The  campaign  is  in  the  interest  of  the 
better  side  of  the  life  of  this  great  society,  in  the 
interest  of  the  moral  health  of  the  community,  and 
the  welfare  of   its   individual  members. 

The  men  who  conduct  these  campaigns  —  the  depu- 
tations, as  they  are  officially  known  in  the  Young 
Men's  Christian  Association  —  are  those  who  come 
out  of  the  heat  and  dust  of  the  daily  fray  and  know 
what  availeth  therein  and  what  is  a  handicap.  They 
are  managers,  captains,  editors.  As  they  talk  at  the 
preparatory  school,  they  preach  no  sophomoric  ser- 
mons on  virtue  and  vice.  They  tell  about  life  on  the 
campus  as  it  is.  They  let  their  hearers  know  that 
there  is  no  tradition  of  the  place  which  asks  a  man  to 
give  up  one  tithe  of  his  independence  or  to  relax  by 
one  turn  the  lines  of  principle,  however  tightly  drawn. 
They  dispel  certain  illusions  about  the  possibilities 
of  wide  ranging  in  the  early  part  of  the  course.  They 
tell  what  you  and  I,  who  have  followed  Yale  life  in 
the  last  decade  or  two,  know,  —  that  there  is  at  New 
Haven  an  already  high  and  a  steadily  developing  ideal 
of  the  soldier  and  the  gentleman;  that  the  place  is 
very  happily  conditioned  for  strengthening  and  devel- 
oping ideals,  and  offers  a  peculiar  opportunity  to  one 
who  is  attracted  by  the  thought  of  being  useful  in 
making  more  firm  good  influences.  They  add  in 
frankness,  these  Yale  campaigners,  that  there  is  quite 
another  side  of  Yale  life,  which  one  can  easily  find ; 
but  the  advice  is  given  to  those  not  otherwise  influ- 
enced, that  if  they  are  willing  to  wander  that  way,  or 


54  YALE. 

are  unwilling  to  make  a  reasonable  effort  not  to,  it 
were  better,  for  their  own  satisfaction,  not  to  go  to 
Yale,  a  place  where  public  sentiment  is  strongly 
against  the  student  of  lax  morals  and  is  allowing  less 
and  less  margin  to  the  overdrinker. 

This  public  standard,  by  the  way,  on  the  question  of 
personal  habits,  is  on  the  first  point  about  what  it  has 
been  for  a  good  many  years.  Lines  seemed  to  weaken 
a  little  here,  as  they  did  elsewhere,  a  few  years  ago, 
when  Yale  was  wobbling  and  laboring  under  the  burden 
of  suddenly  increased  numbers  and  a  large  inflow  of 
wealth.  But  that  is  now,  as  it  has  been,  and  rather 
more  pronounced  than  before.  As  to  excessive  drink- 
ing, there  is  really  very  little  of  it.  There  is  a  great 
deal  less  of  it  than  there  was  fifteen  years  ago.  And 
these  Dwight  Hal]  deputations,  as  they  are  called,  tell 
the  facts  about  these  things  and  do  very  good  work. 

But  they  can  reach  directly  only  a  limited  number. 
The  handbook  of  which  we  were  speaking  goes  to  all. 
Two  special  invitations  are  given  the  Freshman  in  this 
book.  One  is  to  use  Dwight  Hall  as  headquarters 
until  he  is  settled.  He  can  leave  his  valise  there,  and 
there  he  can  consult  a  long  list  of  boarding-houses, 
and  hear  about  them  from  a  committee  who  have  labo- 
riously inspected  them  and  who  can  reveal  such  m3's- 
teries  as  may  be  revealed  from  without.  The  assistance 
in  solving  this  mighty  question  of  where  shall  the 
Freshman  sleep  and  eat  is  most  practical  and  valuable. 

Another  invitation  is  to  come  with  the  rest  of  his 
Class  on  the  first  Friday  night  of  the  term  to  Dwight 
Hall  and  meet  the  upper  class  men  and  the  Faculty 
who  conduct  and  care  most  for  it.  This  reception 
itself   is   an   eye-opener  to  those   who  have  taken  as 


YOUNG   MEN'S   CHRISTIAN   ASSOCIy^TION.       55 

news  of  Yale  any  small  fraction  of  the  wonderful 
reports  on  it,  which  are  now  and  then  set  before  a 
curious  reading  public  by  journals,  whose  aim  is,  for 
various  reasons,  to  exploit  the  sin  of  the  world.  If 
Yale  opens  into  hell,  as  earnest  persons  have  said,  it 
opens  with  wonderful  arts.  Here,  on  this  first  Friday 
night,  is  as  choice  a  company  as  you  can  gather  from 
the  ranks  of  the  Yale  army;  and  they  are  welcoming 
the  incoming  youth  in  a  spirit  of  the  most  straightfor- 
ward and  courteous  hospitality,  in  the  name  of  religion, 
but  without  any  parading  of  it.  It  must  be  a  genius 
who  is  bluffing  so.  How  can  such  stuff  be  written ! 
But  there  will  always  be  "much  talk  without."  Let  it 
rattle  on. 

This  seems  to  be  a  good  crowd  to  be  with.  "Yes," 
says  the  occasional  critic,  who  sees  things  all  out  of 
true  on  the  campus;  "so  good  that  many  men  join  it 
and  work  with  it  all  through  their  course,  who  have  no 
more  religion  than  a  war  politician."  The  dig  was 
made  in  the  writer's  own  time,  by  an  honest  commen- 
tator, that  there  was  underground  connection  between 
Dwight  Hall  and  one  of  the  Senior  societies. 

It  would  take  an  over-zealous  advocate  to  say  that 
hypocrites  are  not  to  be  found  at  Yale.  It  is  a  simple 
record  of  fact  also,  that  there  are  few  places  on  the 
footstool  where  they  are  more  quickly  found  out  and 
where  their  estate  should  excite  more  pity. 

But  let  us  go  with  the  Freshman  a  day  or  two  longer, 
—  through  his  first  Sunday  at  Yale.  This  first  Sunday 
is  Communion  Sunday  in  the  college  church,  and 
those  who  wish  come  to  Dwight  Hall  at  a  quarter 
before  ten  that  morning  for  a  preparatory  service. 
Then  comes  the  regular  Chapel  service,  with  commu- 


S6 


YALE. 


nion  service  following  for  those  who  are  church  mem- 
bers. In  the  academic  class  entering  Yale  in  the  fall 
of  1898,  the  church  membership  list  was  seventy  per 
cent  of  the  class.  A  recent  graduating  class  of  two 
hundred  had  one  hundred  and  sixty-four  church  mem- 
bers. And  while  statistics  are  being  given,  it  may  as 
well  be  set  down  that  the  membership  of  the  Young 
Men's  Christian  Association  of  Yale,  which  leads  in 
numbers  the  college  associations  of  the  world,  was  last 
year  thirteen  hundred.  Nine-tenths  of  this  member- 
ship is  drawn  from  the  Academic  and  Scientific  depart- 
ments, whose  total  enrolment .  last  year  was  seventeen 
hundred  and  eighty-four.  Thus  two  out  of  three  of 
the  undergraduates  of  Yale  are  members  of  the  volun- 
tary religious  organization  of  the  University.  And 
for  one  thing  more  in  the  way  of  figures,  which  mean 
something,  though  far  from  everything,  more  than  half 
of  this  total  in  the  Young  Men's  Christian  Associa- 
tion was  made  of  active  members,  that  is,  of  church 
members,  who  were  to  a  greater  or  less  extent  work- 
ing members  of  the  Association. 

Our  Freshman  has  his  Sunday  afternoon  to  himself. 
If  he  gets  quickly  into  the  ways  of  the  place,  he  takes 
a  long  walk,  and  his  going  and  coming  will  be  peace- 
ful, even  though  he  be  a  Freshman.  A  company  of 
Seniors  in  frock  coats  and  high  hats  may  recognize 
him  on  Hillhouse  Avenue  and  obsequiously  bend  low. 
There  is  nothing  worse  than  that.  After  dinner  or 
supper —  the  habit  varies  with  the  landlords  and  ladies 
of  New  Haven,  and  thereby  makes  a  double  dinner 
possible  for  the  student  who  properly  orders  his  social 
connections  —  the  general  religious  meeting  in  Dwight 
Hall  is  opened  at  twenty  minutes  before  seven.     It  is 


YOUNG   MEN'S  CHRISTIAN   ASSOCIATION.      57 

the  popular  religious  gathering  of  the  week,  and,  being 
under  the  auspices  of  the  Young  Men's  Christian 
Association,  is  purely  voluntary.  The  attendance 
averages  four  hundred,  and  frequently  crowds  the  big 
room  in  Dwight  Hall  and  the  hallway  adjoining  and 
the  ante-room  on  the  farther  side  until  it  is  impossible 
to  pass  through  either.  The  opening  night  of  the  year 
means  a  great  crowd,  with  many  Freshmen  there. 

With  a  list  so  very  well  chosen  all  the  year  around, 
one   can    hardly   go    into   particulars    about    any   one 
speaker.      But  the  man  on  the  platform  the  first  night 
is  very  sure  to  be  one  who  will  have  the  ears  and  some 
access   to  the  hearts  of   the  hearers.     Who  are  some 
of   these  men  who  come  from   almost  everywhere  to 
talk   to   the   young   men   of   Yale.^     They  are   of  all 
denominations  and  of  all  Christian   creeds,  —  men  of 
heart  and  head.      Drummond  was  there  ten  years  ago, 
and  for  more  than  one  day.     He  stayed  on  at  Yale, 
from  Sunday  to  Monday,  and  through  to  another  Sun- 
day, and  then  for  a  week  again.      I  think  I  am  right  in 
times.      It  was  not  the  date  or  limit  of  that  visit  that 
made   its   impression  on   those  in  College  then.      We 
felt  him  among  us  for  months  and  years  afterwards. 
You  can  still  find  Drummond  at  Yale.      And  Moody. 
He  comes  and  comes  again ;  sometimes  for  a  Sunday 
evening,   and   often   for   longer.      He    loves    to   strike 
sturdily  at   the  manhood  of    Yale,   and  that  manhood 
answers  his  simple  appeal,  because  it  is  from  the  heart 
to   the  heart;  spiritful,    and  with  that   overwhelming 
earnestness  born  of  a  creed  that  sees  the  realities  of 
Heaven  and  Hell,  and  hears  the  clear  word  of  Revela- 
tion, and  knows  and  lives  the  power  of  love.      George 
Gordon,  too,  is  a  Sunday  night  talker  at  Dwight  Hall. 


58  YALE. 

His  philosophy  and  his  theology,  his  imagination  and 
his  heart  —  a  good  deal  of  all  of  them  can  flow  under 
the  stimulus  of  that  earnest,  enthusiastic  roomful  of 
young  men.  Twichell,  of  Hartford,  is  often  there. 
He  has  rowed  for  Yale  and  fought  for  Yale  in  the  old 
days  when  the  town  ever  threatened  the  gown.  He 
was  a  fighting  chaplain  of  the  Civil  War,  and  has 
rejoiced  as  few  have  rejoiced  to  live  to  see  the  day 
when  there  is  neither  North  nor  South.  He  has  his 
army  story  always,  and  his  college  story;  but  more, 
Jthe  personal  magnetism  of  an  orator,  who  quickly 
makes  that  audience  feel  his  affection  for  them.  Of 
such  timber  is  this  company  of  Sunday  night  talkers 
at  Yale.  McKenzie,  of  Cambridge,  is  also  there; 
Burrell,  of  New  York;  Tucker,  of  Dartmouth;  Beh- 
rends,  of  Brooklyn;  Vincent,  of  Topeka;  Richards,  of 
Plainfield,  and  a  long  list  of  men  of  the  Faculty  who 
get  nearest  to  students. 

President  D wight  himself  is  now  and  again  on  that 
platform.  He  keeps  very  near  to  the  religious  life  of 
the  place,  not  only  by  address,  but  by  counsel  and  by 
generous  gift.  His  name  heads  a  score  of  different 
lists  of  contributors  to  different  branches  of  religious 
work.  There  is  also  another  side  of  his  giving  which 
is  so  closely  affiliated  with  this  work  that  it  is  worth 
while  speaking  of  it  here. 

It  is  often  remarked  that  the  President  is  not  so 
iiear  to  the  students  as  in  the  older  days.  It  is  true 
as  to  the  great  body  of  them  ;  but  he  is  not  distant  from 
any  whom  he  can  help,  and  his  personal  benefactions, 
made  where  they  can  never  be  known,  are  almost  in- 
numerable. It  is  in  no  small  measure  due  to  the 
President's  kindness  towards,  and  interest  in,  so  many 


YOUNG  MEN'S  CHRISTIAN   ASSOCIATION.       59 

students,  that  he  is  always  so  enthusiastically  greeted 
by  the  undergraduates  when  he  comes  in  contact  with 
them.  They  would  naturally  acclaim  him  with  some 
spirit  as  the  head  of  Yale,  and  they  doubtless  feel  the 
value  of  his  large  services  to  the  University;  but  a 
belief  in  his  personal  interest  in  them,  despite  his 
practical  separation  from  them  in  all  but  the  formal 
exercises  of  Chapel,  explains  the  intense  enthusiasm 
which  has  met  him  at  such  gatherings  as  .he  war 
meeting  in  the  spring  of  1898. 

This  Freshman's  first  Sunday  is  our  legitimate 
theme.  Back  to  it  and  him.  He  has  had  a  genuine 
taste  of  Yale's  religion;  and  then  at  half -past  seven, 
or  about  as  soon  as  that  first  Sunday  evening  meeting 
is  over,  he  goes  to  the  Freshman  room  on  the  first  floor 
of  the  building.  To  this  meeting  every  member  of  the 
Class  is  especially  invited.  Here  the  Freshmen  are 
told  how  to  conduct  their  regular  Class  prayer  meet- 
ings, are  given  explanatory  and  straightforward  talks 
on  the  religious  life  of  the  place  and  the  organiza- 
tion of  it,  and  those  who  are  ready  to  take  their  part 
actively  therein  are  enlisted  in  the  service.  The 
meeting  is  at  once  well  contained  and  impressive.  It 
is  a  good  starter.  Thereafter  the  Freshman,  like  the 
others,  holds  his  weekly  meeting  on  Sunday  noon,  just 
after  Chapel,  and  studies  his  Bible  on  Wednesday 
evenings. 

The  plan  of  the  whole  organization  of  the  student 
life  at  Yale,  particularly  in  the  Academic  Department, 
in  things  social  and  athletic,  as  well  as  religious,  is  to 
train  and  try  men  before  giving  them  power.  The 
Freshmen  do  not  elect  class  deacons.  These  religious 
leaders  —  four  in  number  for  each  academic  class,  thre« 


6o  YALE. 

for  each  class  in  Sheff  —  are  not  chosen  until  the  be- 
ginning of  the  second  year  at  Yale.  Their  class 
religious  interests  are  in  the  mean  while  cared  for  by 
a  committee  appointed  from  their  own  number  by  the 
superior  officers  of  the  Young  Men's  Christian  Asso- 
ciation, on  the  basis  of  information  gathered  from 
preparatory  schools.  The  members  of  this  committee 
are  not  infrequently  continued  permanently  in  office  as 
class  deacons;  but  this  is  not  necessary,  and  the  choice 
of  outsiders  is  not  at  all  uncommon. 

The  class  deacon  system  makes  the  working  machin- 
ery of  the  voluntary  religious  life  of  the  place.  The 
office  of  deacon  existed  in  the  first  century  of  Yale's 
life.  The  deacon  of  the  close  of  the  nineteenth  cen- 
tury is  an  end-of-the-century  development.  The  class 
deacon  of  to-day  is  usually  a  class  leader.  Piety  is  not 
the  only  requisite  for  the  office.  The  list  for  the  last 
fifteen  or  twenty  years  back  has  many  of  the  names 
most  known  and  most  favorably  known  in  the  social 
life  of  Yale  of  that  period.  Just  when  the  change 
came  it  availeth  not  to  set  down.  I  do  not  know  just 
when.  But  I  greatly  honor  the  wisdom  of  Yale's 
religious  officers,  who  laid  down  the  rule  and  enforced 
it,  until  it  became  an  axiom,  that  only  the  best  men 
whom  the  Class  could  produce  were  the  ones  worthy 
of  the  office.  As  the  choices  were  made  from  year  to 
year,  the  traditions  of  the  office  grew  in  reputation. 
As  the  religious  organization  of  Yale  began  its  swift 
development  in  the  eighties,  the  responsibilities  of 
office-holding  became  a  constantly  increasing  demand 
for  a  high  order  of  ability  and  character. 

It  was  when  the  present  system  was  still  developing 
and  at  a  rather  critical  period  of  its  history,  that  the 


YOUNG  MEN'S  CHRISTIAN   ASSOCIATION.      6i 

men  who  were  in  control,  being  of  virile  character 
and  energetic  spirit,  took  things  so  firmly  in  hand  and 
worked  their  good  pleasure,  which  was  always  for  the 
public  weal,  so  unerringly,  that  the  flippant  began  to 
talk  of  the  "Dwight  Hall  Machine,"  the  "Oligarchy," 
the  "O.  D.  P.,"  whatever  that  may  have  been.  The 
Fence  gossip  had  it  that  an  under-class  deacon  who 
broke  orders  or  disturbed  or  threatened  the  success  of 
the  general  plan  was  sure  of  decapitation,  whether  the 
Constitution  provided  for  the  process  or  not.  The 
notion  of  an  admixture  of  politics  and  religion  so  took 
possession  of  the  minds  of  some  of  the  members  of  a 
class  that  graduated  less  than  eleven  years  ago,  that 
they  were  moved  to  fight  on  principle  anything  which 
the  "  Dwight  Hall  Crowd  "  wanted.  They  were  known 
as  the  Holy  Pokers.  The  entire  class  was  drawn  into 
one  or  the  other  camp,  as  leaders  of  the  class  formed 
the  nucleus  of  each.  Meeting  after  meeting  divided 
along  the  lines  of  Dwight  Hall  and  Holy  Poker. 
Sophomore  societies  took  sides,  and  Sophomore  society 
feeling  in  those  days  ran  well  beyond  the  second  year. 
The  social  life  of  the  class  was  not  a  little  broken  by 
the  ungodly  schism.  It  has  passed  into  the  forgot- 
tens  now,  both  for  that  particular  class  and  for  the 
college,  and  there  is  little  to  suggest  it  in  modern 
conditions. 

The  deacons  from  all  the  classes  are  the  governors. 
With  the  President,  a  Senior,  are  vice-presidents  from 
the  departments,  and  a  permanent  graduate  secretary. 
The  interests  under  the  charge  of  these  officers  are 
so  many  and  so  diverse  that  it  is  no  wonder  that  the 
Freshman  is  not  considered  ready  to  choose  officers 
to    conduct   them    for   at    least   a   twelvemonth    after 


6i  YALE. 

he  comes  to  New  Haven.  These  activities  may  be 
briefly  enumerated  without  regard  to  their  character 
as  class  or  department  or  association  work. 

Leaders  and  subjects  are  to  be  provided  for  the 
four  academic  class  prayer-meetings  and  the  one  in 
Sheff  each  Sunday  noon.  These  gather  a  total  of 
about  two  hundred  each  week.  A  special  committee 
must  arrange  the  leaders  and  courses  for  seven  Bible 
study  classes  meeting  Wednesday  night.  Four  of 
these  are  for  the  academic  classes,  led  by  picked  men 
from  each  class;  one  is  for  the  Scientific  School,  led 
by  some  member  of  that  department;  and  there  are 
three  others,  normal,  training,  and  graduate,  of  which 
the  last  two  are  conducted  by  graduates  or  members  of 
the  Faculty.  From  two  Ijundred  to  two  hundred  and 
fifty  students  and  graduates  are  thus  occupied  in 
serious,    systematic,   helpful  study  every  week. 

The  work  of  the  Deputation  Committee  has  already 
been  characterized.  Twenty-two  different  deputations 
were  sent  out  in  the  year  1897-8,  including  fifty  dif- 
ferent men.  The  students  take  plenty  of  exercise  in 
sturdy  work,  and  the  report  of  the  City  Missions 
Committee  is  always  one  of  the  most  important  of  the 
year's  records.  This  covers  the  work  of  supplying 
Bible  teachers  at  missions,  speakers  at  meetings  under 
the  auspices  of  the  Church  Army,  the  conduct  of  meet- 
ings at  the  railroad  Young  Men's  Christian  Associa- 
tion, and  the  holding  of  out-of-door  services  and  jail 
services.  It  also  includes  the  conduct  of  a  perma- 
nent mission  in  one  of  the  tenement  districts,  which 
is  known  as  the  Yale  Mission.  It  has  a  good  practical 
system  of  work,  and  will  begin  the  year  1899  in  a  new 
building,   especially  erected  for  it,    at  a  cost  of  ten 


YOUNG   MEN'S    CHRISTIAN   ASSOCIATION.       63 

thousand  dollars,  gathered  by  subscription  among  under- 
graduates, graduates,  and  Faculty.  This  city  mission 
work  is  done  by  over  a  hundred  students.  Another 
work  of  the  same  general  nature  is  done  by  the  Boys' 
Club,  which  is  conducted  by  members  of  the  Fresh- 
man class.  This  also  draws  about  one  hundred  students 
into  the  service. 

Besides  all  this,  a  Foreign  Missions  Committee  and 
the  Volunteer  Band,  the  latter  made  up  of  those  who 
have  offered  their  services  for  the  foreign  field,  en- 
courage by  special  meetings  a  general  interest  in  the 
subject,  and  drill  those  who  are  planning  to  do  this 
kind  of  work  in  a  systematic  course  of  study  of  the 
foreign  field.  These  young  fellows  also  send  speakers 
to  churches  in  and  about  New  Haven  and  in  different 
parts  of  the  State.  Fifty-five  places  were  visited  in 
this  way  in  the  year  1897-8  and  ninety-one  talks  were 
given.  At  the  Third  International  Convention  of  the 
Student  Volunteer  Movement  for  Foreign  Missions, 
held  in  Cleveland  in  February,  1898,  twenty-seven 
students  were  present  from  the  Academic  and  Scientific 
Departments  of  Yale. 

A  mission  Sunday  School  carried  on  entirely  by 
the  students,  and  independent  of  any  of  the  city 
churches,  except  the  College  church,  contributed  in 
1898  from  bond  fide  collections  $51.55  to  the  Connecti- 
cut Institute  for  the  Blind.  The  Superintendent  of  the 
Bethany  mission  in  1897-8  was  the  University  Foot- 
ball Manager.  He  reported  an  attendance  of  over  one 
hundred,  and  running  up  towards  two  hundred  about 
the  Christmas  season.  Not  the  least  feature  of  this 
school  is  a  series  of  entertainments,  for  which  any 
students  with   a  talent  for  entertaining   by   song   or 


64  YALE. 

otherwise  freely  give  their  service.  This  work  is 
systematically  supervised. 

And  there  are  still  committees  to  report.  Mr. 
Moody's  Northfield  conference  is  the  rallying-point  of 
many  Yale  men  every  year,  and  a  committee  gathers 
these  men  during  the  year  and  provides  for  their 
quarters  and  special  life  there.  Yale  has  usually  the 
largest  delegation.  Another  working  body  is  called 
the  Committee  on  Systematic  Giving.  This  com- 
mittee reported  in  the  Association  Record  for  1898 
that  it  had  not  secured  as  much  money  as  it  wanted 
—  a  familiar  conclusion  for  Yale  money  gatherers. 
It  raised  eleven  hundred  dollars  up  to  the  first  of 
May,  but  wanted  seventeen  hundred  dollars,  —  twelve 
hundred  dollars  for  the  support  of  a  Yale  Missionary 
in  Japan  and  five  hundred  dollars  for  the  Boys'  Club. 

The  name  of  one  of  Yale's  earliest  and  most  powerful 
friends  is  perpetuated  among  other  ways  by  the  Berkeley 
Association,  which  is  the  organization  of  the  Episco- 
pal students.  The  members  meet  Friday  evenings  in 
Dwight  Hall  for  evening  service,  or  to  listen  to  an  ad- 
dress from  some  clergyman  or  member  of  the  Faculty. 

To  keep  all  the  different  branches  of  this  work  in 
harmonious  activity,  a  superintendent,  known  as  a 
general  secretary,  is  chosen  annually  from  the  lists  of 
recent  graduates.  The  personnel  of  the  general  secre- 
taries, since  the  foundation  of  the  office  in  the  year 
1886,  has  been  of  a  quality  very  sure  to  stimulate  the 
work  of  the  undergraduate  oflficers.  The  election  is 
made  by  the  Graduate  Committee,  the  permanent  body 
of  control  of  the  Association,  and  is  ratified  by  the 
undergraduate  members  and  by  the  Corporation  of  the 
University.     The  secretary  has  permanent  quarters  in 


YOUNG  MEN'S  CHRISTIAN  ASSOCIATION.      65 

Dwight  Hall  and  regular  office  hours  there.  Those 
who  have  held  this  office  up  to  the  present  time  are: 
Chauncey  W.  Goodrich,  '86,  1886-87;  William  L. 
Phelps,  '8y,  1887-88;  A.  Alonzo  Stagg,  '88,  1888-90; 
Clifford  W.  Barnes,  '89,  1890-92;  Henry  T.  Fowler, 
'90,  1892-94;  William  H.  Sallmon,  '94,  1894-97; 
Thomas  F.   Archbald,   '96,  1897-98. 

It  will  go  without  the  saying  of  it  that  the  power  of 
this  general  secretary  is  very  great,  and  the  facts  will 
bear  out  the  saying,  that  they  have  quite  invariably 
made  their  usefulness  equal  with  their  power.  Mr. 
Sallmon,  who  served  for  the  longest  term  of  any,  left 
a  record  of  activity  and  development  of  the  system, 
that  justifies  the  very  high  place  accorded  him  among 
the  religious  workers  of  modern  Yale. 

We  started  with  the  Freshman  entering  Yale  and 
his  first  Sunday  therein.  Some  of  the  religious  life 
to  which  that  first  Sunday  introduced  him,  and  in 
which  his  later  experience  may  have  led  him,  has  been 
plainly  told.  It  is  rather  a  long  tale,  but  there  is 
much  to  say.  If  one  desires  the  whole  story  in  the 
most  compact  form,  there  is  another  way  of  putting  it. 
This  was  chosen  by  Dwight  L.  Moody  in  a  brief  inter- 
view, to  which  he  submitted  at  a  time  when  the  Uni- 
versity was  the  subject  of  much  adverse  talk  in  a 
certain  weekly  paper.  This  was  his  summary  of  the 
case : — 

"  I  have  been  pretty  well  acquainted  with  Yale  for  twenty 
years,  and  I  have  never  seen  the  University  in  as  good  a  con- 
dition religiously  as  it  is  now.  My  oldest  son  graduated  here, 
and  if  my  other  son,  who  is  now  in  the  Freshman  Class,  gets  as 
much  good  out  of  Yale  as  his  brother  did,  I  shall  have  reason 
to  thank  God  through  time  and  eternity." 

5 


CHAPTER  XL 

THE   PROM   AND   THE   PROM    VISITOR. 

THE  specifications  of  the  Junior  Promenade  of  Yale 
can  be  easily  given,  although  they  are  of  com- 
paratively no  value  for  the  understanding  of  the  subject. 
The  institution's  outlines  may  be  plotted  ;  but  the  in- 
forming spirit  of  the  season  must  have  indwelt  with  the 
reader  by  experience  of  the  occasion  itself  or  some 
allied  interest,  in  order  to  secure  an  appreciation 
thereof. 

The  Promenade  itself,  never  called  anything  but  the 
Prom,  is  in  theory  a  reception  given  to  their  friends  by 
the  Junior  Class  of  the  College,  and  is  the  outgrowth  of 
the  old  Wooden  Spoon  celebration.  It  is  really  a  uni- 
versity function,  under  the  particular  auspices  of  the 
Junior  Class.  The  committee  controlling  it  is  chosen 
by  them  early  in  their  fall  term.  For  many  years, 
since  the  Scientific  School  has  grown  so  great  and  its 
members  have  played  important  parts  in  such  univer- 
sity affairs  as  athletics,  there  has  been  agitation  for  the 
election  of  certain  men  of  the  Scientific  School  to  this 
committee.  One  may  expect  to  see  this  suggestion 
adopted,  and  thus  a  long  step  taken  towards  greater 
Yale  unity,  when  the  School  adopts  the  four-year  course. 
Whether  that  will  be  soon  or  never,  it  is  not  given 
me  to  say.  Many  of  the  outside  friends  of  the  school, 
very  many  of  its  graduates,  and  nearly  all  the  under- 
graduates want  it.     The  sfovernincr  board  of  these  last 


THE   PROM   AND   THE   PROM   VISITOR.        67 

years  of  the  century  seem  strongly  determined  to  pre- 
vent any  consideration  of  such  a  change  for  the  present. 
The  ordinary  reasons  given  for  the  change  by  the 
student  or  graduate  are  connected  with  just  such  inci- 
dents of  college  life  as  the  Promenade.  They  believe 
it  would  open  to  the  Sheff  men  a  large  part  of  the 
education  which  is  given  outside  the  curriculum  by  such 
a  university  as  Yale, 

But  as  it  is,  the  committee  of  nine  are  all  Junior 
academics,  and  they  are  happy  ones.  A  position  on 
the  committee  is  generally  rated  a  considerable  social 
honor.  It  is  almost  entirely  a  question  of  personal 
popularity,  which  is  one  reason  why  Promenades  cost 
so  much.  The  committee's  plans  for  that  one  Tuesday 
night  call  for  an  outlay  of  upwards  of  five  thousand  dol- 
lars. A  part  of  it,  twenty  to  thirty  per  cent,  is  the  cost 
of  inexperience,  and  the  expensiveness  of  one-year  con- 
trol, which  is  not  necessarily  an  argument  for  any  other 
system.  There  is  money  enough  to  spend.  In  the  old 
days  the  Freshmen,  who  were  then,  as  now,  carefully 
excluded  from  the  floor  the  night  of  the  ball,  were 
taxed  most  extortionately  for  its  support.  The  approx- 
imate bank  accounts  of  the  different  members  of  the 
class  were  known  to  the  committee  in  a  wondrously 
short  time,  and  it  was  considered  quite  within  the  pro- 
prieties to  secure  subscriptions  of  from  five  to  ten 
tickets  each  (at  $3.00  per  ticket),  though  he  who 
subscribed  them  could  use  but  one,  and  that  for  the 
doubtful  privileges  of  a  spectator  and  the  opportunity 
to  take  part  in  the  football  practice  about  the  "  stag 
counter  "  at  supper  time. 

The  evolution  of  the  college  code  of  ethics,  or  the 
increasing  sources  of  revenue  from  increasing  classes, 


68  YALE. 

has  stricken  the  Freshmen  from  the  subscription  lists 
of  the  committee.  Incidentally  the  opportunities  are 
thus  diminished  for  the  purchase  of  tickets  by  any  one 
who  had  from  twenty-five  cents  to  a  dollar,  according 
to  the  state  of  the  market,  and  who  did  not  mind  going 
to  a  function  where  he  or  she  was  not  supposed  to  be 
desired.  There  is  no  great  credit  in  elimination  of 
Freshmen  when  the  only  difficulty  of  the  committee  is 
an  embarrassment  of  riches.  But  anything  which 
keeps  down  the  crowd  of  stags,  who  must  be  fed  from 
one  to  four  suppers  apiece,  relieves  the  occasion  of  a 
certain  excitement  which  comes  from  expecting  an 
outbreak  of  hungry  men.  These  are  days  of  milder 
manners,  perhaps.  Time  was  when  the  construction 
and  equipment  of  a  room  for  serving  the  suppers  to 
stags  required  the  outlay  of  all  the  military  and  engi- 
neering skill  the  committee  could  command.  The 
Second  Regiment  armory,  where  the  Proms  of  ten 
years  have  been  given,  has  elbow  room  and  opportuni- 
ties for  seclusion.  It  was  different,  when  the  Hyperion 
Theatre  was  engaged  for  this  function.  I  remember  a 
supper  whose  service  was  entirely  interrupted  for  half 
an  hour  or  more,  as  the  result  of  a  direct  attack  by 
rebellious  Freshmen  on  the  commissary  train  of  Italian 
waiters,  carrying  enormous  salvers  over  their  heads, 
and  proceeding  in  single  file  from  the  base  of  supplies 
to  the  boxes  and  dancing  floor. 

The  quartermaster  of  the  committee  at  once  sought 
the  caterer,  who  had  come  himself  from  New  York  to 
superintend  this  difficult  contract.  He  was  not  in  the 
kitchen ;  he  was  not  on  the  floor.  He  was  nowhere  in 
the  gallery.  Discovered  at  last  in  the  farthest  corner 
of  the  topmost  box  of  the  theatre,  he  fell  on  his  knees 


THE   PROM   AND   THE   PROM   VISITOR.       69 

before  the  astonished  Junior,  and  calling  on  Heaven  to 
witness  his  agony,  thus  summarized  the  state  of  man- 
ners at  Connecticut's  ancient  seat  of  learning: 

"  You  hire  me  to  feed  nine  hundert  ladies  und  gentle- 
men, and  you  attack  me  mit  a  tausend  volves." 

The  Junior  Prom  was   originally   held    in   February, 
cheerfully  varying  the  monotony    of  the    long   winter 
term  near  its  central  point.     The  Faculty  recently  or- 
dered   it  back    to   within    the    first    two    weeks  of   that 
term,  to  the  end  that  the  continuity  of  intellectual  effort 
might  be  the  less  interfered  with.     The  great  reception 
itself  was  held  on  Wednesday,  and  the  incidental  func- 
tions   of  the    season    completely    filled    the    preceding 
Monday  and  Tuesday.     The  Faculty  said  in  1893  that 
two  days  were  enough  of  a  social  season,  and  to  that 
end    named    Tuesday    night    as    Prom     night.       And 
now  the  regular  functions,  the  Glee  Club  concert,  the 
Senior,    Junior,    and    Sophomore    germans,    all    come 
within  those  two  nights ;  but  the  various  teas   and  re- 
ceptions  and   small    germans  which  are   a   part    of  the 
social  machinery   of  the  season,   do   not  find  place  in 
those    already    crowded     forty-eight    hours,    and    the 
"  trouble  "  begins,  as  some  of  the  distinguished  profes- 
sors would  put  it,  on  the  Saturday  night  before.     One 
result  is  a  much  greater  show  of  female  loveliness  in 
Battell  Chapel  on  Prom   Sunday.      The   Sheff  dances, 
which  are  given  in  the  society  houses  of  the  Scientific 
Department,  and  the  Junior  Fraternity  dances,   given 
in  outside  halls,  are  on  Saturday  night,  and  are  estab- 
lished parts  of  Prom  week.     On  Monday  and  Tuesday 
these  same  Sheff  societies  give  receptions,  while  one  or 
two  large  teas  are  offered  by  New  Haven  people  for 
the  purpose  of  still  further  acquainting  the  Prom  vis- 


70  YALE. 

itors  with  themsclv^cs ;  for  only  a  limited  few  have  ever 
seen  each  other  before,  coming  as  they  do  from  all 
quarters  of  the  land.  Receptions  in  students'  rooms  in 
the  campus,  ordered  often  on  a  very  handsome  plan, 
were  once  common  but  were  later  discouraged  by  the 
Faculty.  Something  of  the  kind  persistently  survives, 
for  small  receptions  on  the  campus  are  constantly  being 
given  during  these  three  days. 

People  who  hunt  solutions  with  figures  say  that  Yale's 
annual  entertainment  of  the  "  Prom  Girl "  cannot  cost 
less  than  forty  or  fifty  thousand  dollars,  from  which  it 
is  at  once  argued  that  sumptuary  laws  are  in  order. 
While  there  is  no  dift"erence  of  opinion  as  to  the  unde- 
sirability  of  any  undue  display  of  wealth,  the  campaign 
for  Prom  reform  cannot  be  carried  to  any  great  length 
until  it  is  shown  that  it  is  not  possible  to  really  partici- 
pate in  the  gayeties  of  the  occasion,  without  spending  a 
great  deal,  which  is  not  now  the  case.  The  reformers 
will  also  gain  a  better  hearing  when  they  give  up  the 
remarkable  assumption  that  a  student  who  invites  a 
young  lady  to  the  Prom  is  supposed  to  pay  the  travel- 
ling and  hotel  expenses  of  this  young  lady  and  her 
chaperon.  There  is  every  year  more  or  less  efi'ective 
work  by  the  students  themselves  towards  the  reduction 
of  expenses.  The  committee  members  pass  an  annual 
vote  to  send  no  flowers  to  their  own  partners,  and  they 
ask  the  rest  of  the  college  to  follow  their  example, 
which  request  is  fairly  well  honored.  They  hedge 
about  the  auction  sale  of  boxes  with  various  restrictive 
conditions  to  prevent  the  price  of  the  choice  of  positions 
from  running  into  three  figures;  but  here  they  meet 
the  insurmountable  obstacles  of  a  fierce  demand  and  a 
limited  supply.     As  long  as  there  are  young  men  sent 


THE  PROM   AND  THE   PROM  VISITOR.        71 

to  college  with  unlimited  allowances  or  with  special 
privileges  of  drafts  for  special  occasions,  the  work  of 
keeping  their  money  in  their  pockets  will  always  be 
difficult. 

The  writer  once  attempted  to  tell  the  graduates  of 
Yale  something  about  Yale's  January  visitor.  It  was 
just  after  she  had  gone.  The  utter  failure  to  even  ap- 
proach the  subject  may  carry  with  it  to  the  reader's 
mind  some  suggestions  of  the  position  which  the  Prom 
Girl  holds  in  the  eyes  of  Yale.  This  is  how  he  "  fell 
down " : 

"  Mr.  Bromley  has  written  wondrous  things  —  all  true  — 
about  the  '  Girls  in  Blue.'  The  closing  sentences  of  his  toast 
are  frequent  and  always  welcome  guests  at  the  hour  of  reflec- 
tion. They  people  the  smoke  clouds  with  visions  the  former 
Laureate  should  have  seen  before  he  wrote  sundry  lines.  At 
their  bidding  forms  of  loveliness  appear  in  the  embers'  glow  in 
the  costly,  untaxed  palaces  of  modern  Yale,  while  under  the 
roofs  of  the  humbler  student  homes  of  primitive  days  their  in- 
fluence prevails  to  make  the  thumping  radiator  (at  the  cooling- 
off  hour)  a  thing  melodious,  a  kind  of  curfew,  or  a  sweet-toned 
call  to  silent  worship  of  that  which  is  divine. 

"But  why  think  of  them  now?  How  can  one  not  think  of 
them  now?  Would  not  Mr.  Bromley's  own  lips  move  uncon- 
sciously in  the  rendering  of  them,  if  he  had  moved  across  the 
campus  on  one  of  those  snapping  January  afternoons  of  the 
first  half  of  the  second  week  after  the  first  Tuesday  in  term 
time?  Perhaps  he  would  write  another  'Girls  in  Blue, — Years 
After,'  with  some  particular  paragraph  for  the  '  Prom  Girl,' 
which  would  forever  after  be  the  classic  of  the  second  term 
for  all  that  part  of  Yale  which  was  in  any  way  susceptible  and 
had  therefore  gone  into  debt. 

"But  we  have  no  Prom  Girl  in  literature  yet,  unless  we  have 
overlooked  her  in  some  of  those  alleged  portrayals  of  campus 


72  YALR. 

life  which  sometimes  sell  well  and  which  we  don't  read.  It 
makes  not  much  difference  whether  or  no  she  ever  comes  upon 
our  shelves,  so  long  as  she  comes  before  our  eyes  every  year,  — 
that  is,  it  makes  very  little  difference  to  those  of  us  whom  the 
gods  favor  with  abiding-places  near  the  fountain  of  youth.  To 
you  who  go  from  Mother  Yale  to  a  mother  lode  in  Klondike,  or 
to  the  peculiar  pursuits  of  '  greater  '  cities,  it  may  seem  differ- 
ent, and  to  you  it  might  be  very  pleasant  to  behold  a  word 
picture  of  this  one  challenger  by  whom  alone  Yale  is  ever 
and  consistently  overcome. 

"  We  are  not  going  to  give  one.  There  is  no  genius  in  our 
ranks.  Nor  is  it  possible  at  such  a  time  to  take  up  the  task. 
It  calls  for  freedom  and  cheer  and  inspiration.  And  now  we 
are  hanging  our  harps  upon  the  willows.  For  while  we  write, 
she  goes,  and  the  heart  of  Yale  is  sad.  And  all  the  University 
is  in  thrall  —  to  her,  and  —  to  others.  To  landlords  and  land- 
ladies ;  to  tailors ;  to  them  also  that  deal  in  fine  linen  and  in 
kidskins  and  dogskins  ;  to  violet-mongers ;  to  the  monopolist 
who  works  the  endless  chain  of  hacks,  and  to  many  others. 
And  the  committee  treasurer,  as  such,  alone  has  left  a  bank 
account  worth  the  book-keeping,  and  knows  not  how  he  may 
properly  annihilate  it.  And  at  this  in  soberer  moments  you  and 
I  grieve  and  we  will  grieve  again.  We  have  some  things  to  say 
in  time.  Sir  Elihu's  treasury  department  needs  a  permanent 
secretary,  and  all  these  various  occasions  of  incomes  and 
outgoes  may  yet  harmoniously  — 

"  Please  forgive  us.  To-morrow  is  soon  enough  for  reform. 
Yale  is  not  yet  herself.  In  twenty-four  hours  more  her  sons 
will  shade  their  classic  brows  with  those  bandless  and  bacterial 
slouch  hats  and  be  ready  for  the  serious  business  of  life.  To-day 
is  the  day  of  sad  and  sleepy  good-byes  and  sweet  reflections." 

These  Prom  girls,  these  girls  in  blue,  are  a  part  of 
Yale,  —  a  very  important  part.  Why  not  hear  of  them 
now  from  one  who  really  could  describe  them?     We 


THE    PROM   AND   THE   PROM   VISITOR.        73 

shall  not  hear  from  Mr.  Bromley  again  on  any  of  those 
themes  of  which  Yale  was  glad  to  make  him  the  orator. 
While  this  little  volume  is  a-making  his  voice  has  been 
hushed.  Hardly  was  it  used  more  effectively  than  in 
these  closing  lines  of  his  speech  at  the  New  York  Yale 
dinner,  given,  ten  years  or  more  ago,  to  the  rowing 
master  of  the  Blue,   Mr.  Robert  J.  Cook :  — 

"  If  I  were  to  violate  custom  by  alluding  to  the  toast,  I  should 
try  to  say  something  about  those  unnamed  and  unnumbered 
'  Girls  in  Blue,'  —  Yale's  sweethearts,  wives,  and  mothers.  We 
are  mistaken  if  we  think  we  read  all  of  history  in  books,  or  that 
we  can  see  through  any  printed  records  the  real  springs  of  the 
world's  movements.  It  is  not  statecraft,  or  commerce,  or  trade, 
or  steam,  or  lightning,  but  love  that  makes  the  world  go  round. 
On  a  public  occasion  like  this  it  is  upon  the  altar  of  friendship, 
of  college  friendship,  deepest  of  all,  that  v/e  lay  our  offerings. 
But  none  of  us  forgets  that  there  is  still  a  holier  shrine,  to  which 
we  come  unsandalled  and  alone.  It  is  there  that  we  get  our 
truest  inspirations,  our  highest  purposes,  our  best  resolves. 

"  If  we  think  we  see  all  there  is  of  this  great  drama  in  the 
movement  of  Kings,  Presidents,  Cabinets,  Parliaments,  and  Sen- 
ates, or  in  the  march  of  armies  across  the  stage,  we  deceive 
ourselves.  The  '  Girls '  are  there  at  the  wings.  It  is  for  the 
gentle  flutter  of  their  approval  and  not  for  the  hoarse  applause 
of  the  world  in  front,  that  the  actors  work  and  the  play  goes  on. 
Once  in  awhile  a  'Girl'  comes  out  and  speaks  her  lines, — 
Miriam  takes  up  her  timbrel ;  Deborah  marches  against  Sisera ; 
the  Queen  of  Sheba  parades  before  Solomon ;  a  swarthy  Egyp- 
tian Queen  paralyzes  Rome  ;  Joan  of  Arc  saves  France  ;  Eliz- 
abeth leads  England  to  the  highest  places  among  the  nations ; 
Victoria  comes  to  her  jubilee  year  no  less  loved  by  her  own 
people  than  honored  by  all  the  world, 

"  But  the  part  of  these  and  their  like  in  making  history  is  in- 
finitesimal compared  with  the  countless  army  of  girls   in   all 


74  YALE. 

colors,  of  all  ages  and  all  climes,  who  walk  invisible  between  the 
lines  with  fingers  on  their  lips.  I  turn  the  leaves  of  my  Trien- 
nial, and  forth  there  issues  a  long  procession  of  heroes,  states- 
men, sages,  poets,  philosophers,  divines,  who  have  helped  to 
make  the  world  wiser  and  all  life  sweeter.  They  are  Yale's 
'  Boys  in  Blue  '  —  all  honor  to  them  ! 

"  Is  it  idle  fancy  that  I  catch  the  rustle  of  muslin  and  lace  and 
hear  the  flutter  of  wings  invisible,  as  a  great  host  of  unnamed 
'  Girls  in  Blue '  float  out  from  between  the  Triennial's  lines, 
making  the  air  fragrant  with  tender  influences  and  pure  exam- 
ples ?  '  Girls  in  Blue  ! '  Our  color !  Color  of  the  starlit  vault 
above  us  and  the  deep  sea  that  wraps  us  round.  Color  in 
which  Bob  Cook  first  dipped  his  dripping  oar ;  color  that  flut- 
tered in  ribbon  and  scarf,  when  he  first  crossed  the  line.  They 
are  '  Our  Girls  '  who  wear  it,  sweethearts,  wives,  and  mothers ; 
forever  sweet,  forever  young,  forever  ours." 


CHAPTER   XII. 

YALE  JOURNALISM. 

ALUMNI  who  have  been  back  to  Yale  for  a  decen- 
nial or  perhaps  a  quindecennial,  can  hardly  read 
present  day  discussions  of  Yale  journalism  with  satisfac- 
tion. If  they  were  the  editors  of  their  time  they  will 
much  less  relish  what  is  said  to  the  glory  of  the  present, 
which  is  almost  invariably  based  on  the  ridicule  of  the 
past.  The  efforts  at  paper  making  of  those  times  are 
treated  at  best  with  sympathy,  and  are  generally  con- 
sidered useful  as  furnishing  a  background  for  braver 
deeds  of  days  of  light.  At  a  banquet  of  the  "Yale 
News  "  in  the  spring  of  1898,  one  of  the  younger 
members  of  the  Faculty,  who  was  on  the  "  Lit." 
board  of  his  day,  chose  to  illustrate  the  change  of  ten 
years  towards  accuracy  and  respectable  typography, 
by  giving  a  report  of  a  meeting  in  Dwight  Hall  as  it 
would  appear  now,  and  as  it  would  have  appeared  ten 
years  before.  Here  is  the  report  which  the  "  News  " 
would  give  now,  according  to  Professor  Phelps :  — 

"  In  Dwight  Hall  last  evening  the  Re\^  G.  Middleton  Pratt 
delivered  an  address  on  the  subject  of  Christian  fortitude.  He 
said  among  other  things  that  youth  was  the  period  of  greatest 
temptation,  and  that  men  in  themselves  were  not  sufficiently 
strong  to  fight  with  their  sins.  What  was  needed  was  addi- 
tional force,  the  force  of  Christianity.  Christianity  is  a  perfect 
force.     It  is  the  only  safeguard  for  youth.     Before  the  address, 


76  YALE. 

Mr.  G.  Parker  sang  a  baritone  solo,  '  Calvary.'  One  hundred 
additional  names  were  added  to  the  list  of  the  Y.  M.  C.  A. 
Any  student  may  become  a  member  by  paying  the  initiation  fee 
and  by  signing  the  Constitution." 

This  well-informed  critic  thought  that  the  attempt  to 
set  forth  these  simple  facts  would  have  resulted  in  his 
own  time,  ten  years  before,  about  like  this  :  — 

"  In  Dwight  Hall  last  evening  the  Rev.  G.  Middletown  Prance 
delivered  a  dress  on  the  subject  of  Christian  fortunes.  He 
said  among  other  things  of  youth  that  the  period  of  greater 
temptation  was  not  those  men  who  were  efficiently  strong  to 
fight  with  their  sons.  What  was  needed  was  additional  force, 
the  force  of  Christianity.  Christianity  is  a  perfect  farce.  It  is 
the  only  signboard  for  South.  Before  the  address,  Mr.  Grand 
Ville  Porker  sang  a  baritone  solo,  '  Cavalry.'  One  hundred 
additional  names  were  anted  to  the  list  of  the  Y.  VV.  C.  A. 
Any  student  may  became  a  member  by  paying  the  initiation 
free  and  by  singing  the  Constitution." 

Considering  the  mental  calibre  of  men  who  are  now 
successful  lawyers,  doctors,  teachers,  business  men  — 
seldom  newspaper  workers  —  the  writer  dislikes  to  say 
that  this  picture  of  their  efforts  at  newspaper  making  is 
accurate.  It  does  recall  a  good  many  things  that  did 
happen  and  do  not  happen.  The  venerable  "  Lit."  in  an 
issue  at  about  that  same  time  spelled  Matthew  with  one 
/,  and  thereupon  one  of  the  Senior  editors  of  the  "  News  " 
stayed  an  extra  half  hour  in  his  office.  Editorials  were 
in  hand  in  plenty,  written  by  contributors,  on  the 
orthodox  topics.  But  this  Senior  felt  that  he  could 
afford  to  disturb  the  order  of  things.  The  Sophomores 
could  as  well  be  told  a  day  later  that  the  "  News  "  felt 
it  necessary  to  remind  them  of  Freshman  year  debts. 


YALE  JOURNALISM.  77 

even  if  that  meant  pushing  over  still  another  day  the 
eighth  appeal  to  the  Seniors  to  answer  the  statisticians' 
questions,  and  caused  a  general  demoralization  of  the 
program  of  the  second  page,  which  stood  in  order  for 
as  far  ahead  as  an  industrious  consultation  with  old 
files  could  erect  it,  according  to  inviolable  traditions 
which  varied  less  than  the  stars  in  their  courses.  This 
over-zealous  editor  assumed  the  prerogatives  of  a  radical 
chairman,  brushed  this  heap  of  regulars  aside,  and  con- 
sidered the  degeneracy  of  the  "oldest  college  peri- 
odical "  with  the  largest  calibred  projectiles  which  the 
President's  English  affords.  Then  he  went  to  Mory's 
and  talked  it  all  over  quietly  and  confidentially  but  most 
seriously,  with  those  who  were  fitted  to  give  the  first 
twists  to  public  problems.  His  well-earned  rest  was  a 
long  one.  He  had  just  finished  a  noon  breakfast  when 
the  "  News "  was  distributed.  He  lit  his  pipe  and 
opened  the  paper  with  the  satisfaction  of  a  victorious 
general  contemplating  the  scenes  of  his  army's  suc- 
cessful fight.  And  he  found  his  leading  editorial  so 
hopelessly  pied  as  to  leave  only  one  point  clear  —  that 
the  "  News  "  had  attempted  to  criticise  the  "  Lit."  for 
a  typographical  error. 

There  was  no  great  reason  then  why  such  things 
should  not  happen,  though  the  foreman  and  the  print- 
ing-house proof-reader  would  generally  stop  the  worst 
of  them.  The  lack  of  system  and  lack  of  interest  that 
made  the  breaks  possible  and  left  the  daily  paper  of 
the  college  as  stale  as  a  catalogue,  as  far  as  news  was 
concerned,  was  due  to  the  feeling  that  the  process  of 
getting  on  the  "  News,"  which  for  years  has  been 
one  of  the  most  arduous  enterprises  to  which  Yale 
industry  is  subjected,  entitled  the  successful  competitor 


78  YALE. 

to  a  comparative  rest  —  with  an  hour  of  so-called 
proof-reading  now  and  then,  or  an  evening  of  putting 
together  such  chronicles  of  history  and  digests  of  the 
news  columns  of  the  outside  press  for  the  preceding 
forty-eight  hours,  or  week,  or  month,  as  the  contributors 
had  furnished.  The  men  who  wanted  editorships, — 
there  were  always  plenty  of  them,  —  would  find  out 
everything  that  was  going  on.  The  chairman  of  the 
Senior  Board  and  the  business  manager  were  the  only 
editors  who  worked.     The  former  generally  overworked. 

Every  effort  to  raise  the  standard  of  the  paper  from 
the  days  of  which  Professor  Phelps  spoke  to  the  present 
have  been  handicapped  by  the  persistent  presence  of 
this  feeling,  that  editorship  does  not  mean  work  and 
responsibility,  but  only  occasional  and  perfunctory 
superintendence,  and  the  prerogatives  and  emoluments 
of  office. 

The  "News"  was  founded  only  in  1878,  and  lived 
its  first  months  as  an  anonymous  anti-society  publica- 
tion. This  was  a  discreditable  piece  of  cowardice,  of 
course.  It  is  to  be  regretted,  however,  that,  for  nearly 
all  the  time  since  it  has  been  openly  published  by  a 
responsible  board  of  editors,  it  has  seldom  ventured  to 
assert  in  legitimate  ways  the  absolute  independence  of 
those  early  days.  For  long  years  it  wore  not  one  col- 
lar, but  many.  The  "  News  "  did  not  discuss  the  ath- 
letic situation ;  it  expressed  the  opinions  of  the  athletic 
managers.  Social  matters  were  treated,  if  at  all,  not 
from  the  standpoint  of  general  Yale  interest,  but  accord- 
ing to  the  desires  of  those  who  controlled  things  so- 
cial. The  Faculty  might  be  criticised  on  some  points, 
on  which  the  students  were  in  practical  unanimity  of 
opposition. 


YALE  JOURNALISM.  79 

This  was  not  a  conscious  surrender  of  independence 
by  any  means.  Had  the  editors  been  questioned,  they 
would  have  told  you  that  it  was  the  business  of  a  Yale 
paper  to  support  Yale  interests ;  and  that  the  people 
respectively  in  control  of  those  interests  knew  what  was 
best  and  were  actuated  only  by  a  desire  to  advance  the 
welfare  of  Yale.  If  you  admitted  the  general  accuracy 
of  the  last  part  of  their  reply,  but  answered  that  it  had 
nothing  to  do  with  the  case,  your  position  would  not 
have  been  intelligible. 

Within  the  last  five  years  some  very  sturdy  blows 
have  been  struck  against  this  theory  by  the  "  News " 
itself  The  manliness  and  courage  which  have  been 
shown  in  this  direction  make  one  of  the  best  grounds 
for  belief  that  the  "  News  "  is  taking  its  place.  It  does 
not  seem  to  me  enough  to  say,  as  many  say,  and  as  I 
humbly  believe  they  truly  say,  that  no  Yale  man  need 
fear  to  match  Yale's  daily  paper  against  any  similar 
sheet  on  the  Continent.  Its  development  as  a  real 
newspaper  and  its  improvement  in  literary  form  are 
not,  valuable  as  they  are,  its  most  hopeful  signs.  It  is 
coming  to  its  rightful  place  as  the  independent  recorder, 
exponent  and  critic  of  the  things  that  are  done  at  Yale. 
The  quality  of  the  men  who  have  of  late  been  gathered 
into  its  editorial  board  and  who  have  worked  so  hard 
for  the  upbuilding  of  the  paper,  is  the  best  guarantee  of 
its  future  along  this  line.  The  changes  in  the  methods 
of  competition  for  an  editorship,  which  are  still  very 
onerous,  but  which  do  not  so  much  discourage  the 
efforts  of  those  who  are  best  qualified  for  an  editorial 
position,  work   to   this  same  end. 

There  is  hardly  a  paper  published  which  has  a  con- 
stituency so  eager  to  listen  to  it.     Its  power  is  very 


8o  YALE. 

great,  which  makes  it  worth  the  while  to  look  thus 
somewhat  in  detail  at  the  conditions  with  which  it  is 
contending  in  its  development  into  an  ideal  product  of 
Yale  brains  and  character.  Its  editors  are  fighting 
their  own  problems  out  after  the  Yale  way,  and  much 
credit  is  due  them.  When  the  work  shall  all  be  done, 
no  one  of  them  will  regret  any  effort  he  has  made. 

The  principle  of  equal  opportunity  is  applied  relent- 
lessly and,  as  some  think,  to  an  extreme,  in  the  com- 
petition for  "  News"  editorships.  The  trial  time  lasts 
for  eighteen  weeks,  and  at  the  end  of  each  of  these  con- 
tests from  one  to  three  editors  are  taken  from  each 
class.  There  are  nine  editors  of  the  "  News ;  "  the  rest, 
who  are  subordinate  to  them,  are  associate  editors. 
The  full  number  is  recruited  gradually  from  the  begin- 
ning of  Freshman  Year  to  the  middle  of  Junior  Year, 
when  the  Seniors  give  over  the  paper  to  their  succes- 
sors. The  competition  for  these  places  is  unrestricted, 
save  by  membership  in  the  academic  or  scientific 
department ;  the  whole  class  may  try  for  all  the  places 
open  to  that  class.  On  the  first  day  of  the  competition 
all  the  way  from  thirty  to  seventy  students  gather  in  the 
"  News  "  office  to  receive  general  instructions  from  the 
chairman  as  to  what  is  expected  of  them  and  what  it 
is  costly  and  unwise  to  do.  The  increasing  list  of 
don'ts,  issued  by  "  News  "  chairmen,  and  the  size  of 
penalties  attached  thereto,  is  one  of  the  most  cheerful 
signs  of  the  times.  If  the  chairman  be  zealous,  he 
makes  these  gatherings  of  the  candidates  quite  frequent, 
and  works  in  as  many  individual  interviews  as  he  can. 

At  the  beginning  of  the  race  there  are  from  five  to 
fifteen  candidates  for  every  place,  and  for  three  or  four 
weeks  this  stout-hearted  and  sleepless  army  holds  the 


YALE   JOURNALISM.  8i 

news  centres  of  Yale  in  a  state  of  siege.  "  Heeler  " 
is  the  word  at  first  contemptuously  applied  to  the  man 
who  undertook  the  day  and  night  drudgery  of  a  com- 
petition for  "  News  "  editorship.  The  word  is  no  longer 
slang,  nor  does  it  imply  any  reproach.  One  does  not 
try  for  the  "  News  ;  "  he  heels  the  "  News."  So  it  is  with 
the  "  Record  "  and  the  "  Courant,"  and  even  with  the 
august  "  Lit."  The  campus  swarms  with  these  heelers 
in  the  first  half  of  the  competition,  and  it  is  not  surpris- 
ing that  the  association  president  or  athletic  captain 
soon  follows  in  the  wake  of  railroad  officers,  on  the 
occasion  of  accidents.  College  officers  treat  them  with 
scant  courtesy,  and  it  has  come  to  be  the  way  with  many 
professors,  to  serve  notice  on  the  "  News  "  that  any  infor- 
mation in  their  possession  will  be  at  once  forwarded  to 
their  office,  provided  they  be  allowed  to  sleep,  eat,  and 
work  free  from  the  note  book  and  the  interrogations 
of  the  heeler.  So  an  index  expurgatorius  is  posted  on 
the  "  News  "  bulletin  board,  and  some  unnecessary  labor 
is  saved. 

The  heeler  nuisance  comes  from  the  fact  that  each  of 
these  contributors  is  supposed,  for  all  or  a  large  part  of 
his  time  of  trial,  to  cover  the  entire  field  of  Yale.  Large 
public  events  are  often  excepted,  being  assigned  to 
special  "  News  "  editors,  but  the  great  mass  of  an  ordi- 
nary day's  detailed  happenings  have  to  come  into  his 
net  in  one  form  or  another.  If  they  do  not,  some  one 
will  gain  on  him  in  the  reports  of  work  done,  Vv'hich  are 
turned  in  every  night  by  the  editor-in-charge  on  exten- 
sive blanks,  prepared  expressly  for  the  purpose.  The 
basis  of  calculation  is  the  length  of  the  article  in  words  ; 
but  this  may  be  increased  or  even  doubled,  trebled,  or 
quadrupled  by  its  peculiar  excellence   of  construction 

c 


82  YALE. 

or  by  its  character  as  a  scoop.  The  nightly  credit  of 
the  active  heeler  will  run  from  eight  hundred  to  two 
thousand  words. 

The  plan  of  expecting  every  one  to  report  everything 
means  that  the  main  material  for  the  "  News  "  is  gath- 
ered from  five  to  ten  times  over  every  night;  that  the 
contributor  who  has  any  hope  of  success  must  put 
from  five  to  ten  hours  daily  on  this  single  college 
activity,  which  is  of  course  at  the  expense  of  almost 
every  other  college  interest  and  to  the  danger  of  his 
stand  and  his  health.  Reforms  which  have  been  ex- 
ecuted within  recent  years  by  such  men  as  Stokes,  the 
Masons,  and  Day,  point  the  line  of  evolution  of  the 
future.  Frequent  examinations  early  in  the  competi- 
tion, on  the  basis  of  knowledge  of  the  campus  and  of 
the  history  of  Yale,  news  sense,  and  ability  to  put  the 
English  language  together  into  clear  and  creditable 
form,  will  cut  down  the  surplusage  of  would-be  editors, 
leaving  the  same  equal  opportunity  for  those  who  show 
capacity  for  the  w^ork.  The  reservation  for  editors 
themselves  of  the  important  events  of  the  day  will 
relieve  the  apprentice  from  attempting  work  for  which 
he  has  yet  to  show  his  fitness,  and  will  reduce  the  gross 
total  of  the  day's  labor,  which  must  be  divided  by  two 
or  three  to  make  the  work  sane.  This  latter  result  of 
a  diminished  total  of  work  will  be  still  further  ac- 
complished by  the  assigning  of  heelers  to  special  pieces 
of  work,  in  which  they  may  receive  considerable  super- 
intendence from  the  editors,  and  to  which  they  may 
give  more  time  and  thought.  The  "News"  itself  has 
blazed  the  way  for  reform  along  these  lines.  As  it 
pushes  on  the  work,  it  makes  itself  stronger  with  the 
college  community,  attracts  better  men  into  the  com- 


YALE   JOURNALISM.  83 

petition  for  editorships,  and  still  further  justifies  the 
things  which  are  said  in  its  favor  by  independent 
critics. 

The  "  News  "  is  much  more  of  the  life  of  Yale  than  the 
average  newspaper  is  of  the  life  of  its  community.  Its 
power,  when  it  chooses  to  exercise  it,  is  far  greater. 
Whatever  is  before  it,  yet  to  attain  unto,  it  has  at  least 
a  clean  record.  It  has  not  been  given  to  persecution 
or  offensive  personality;  it  has  not  yielded  to  the  temp- 
tation to  say  nasty  or  smart  things  about  "  foreign 
powers,"  just  to  please  the  fire-eaters  of  the  campus; 
except  in  such  inconsequential  formalities  as  an  official 
report  of  the  condition  of  the  crew,  which  no  one  can 
understand,  it  honors  well  the  last  half  of  the  Yale 
motto. 

But  there  are  other  papers  which  are  also  of  the  life 
of  Yale  as  well  as  being  peculiar  and  effective  parts  of 
the  Yale  self-education.  I  remember  that  less  than 
twenty  years  ago  the  "  Lit."  board  was  of  the  opinion  that 
certain  public  functions  of  the  Junior  Societies,  which 
had  the  supreme  sanction  of  tradition,  violated  public 
rights  by  impinging  on  the  sensibilities  of  individuals, 
and  were  further  inconsistent  with  principles  of  esthetics 
and  the  proper  considerations  of  a  self-respecting  dignity. 
The  "  Lit."  was  not  in  those  days  a  publication  with 
whose  contents  the  University  at  large  debauched  itself 
—  to  borrow  the  expression  of  a  New  Haven  lawyer, 
in  describing  his  attitude  toward  one  of  the  city  papers, 
of  which  he  claimed  to  be  a  consistent  reader  and  in 
which  he  had  confessed  to  missing  one  of  its  news 
features  of  two  or  three  months'  standing.  Appreciating 
this  fact,  the  editors  of  that  year,  having  sanctioned  the 


84  YALE. 

careful  and  verbose  insinuation  in  its  notabilia,  or 
editorial  department,  of  the  sentiments  above  referred 
to,  expected  to  hear  from  these  remarks  only  in  those 
select  circles  of  "  deep  thinkers,"  as  the  men  were  con- 
temptuously described  who  discussed  the  University 
spirit,  the  Tolstoian  philosophy  and  other  popular 
"  Lit."  themes  of  the  day. 

These  same  "  Lit."  editors  were  members  of  the  Junior 
Societies,  on  whose  grotesque  rites  of  elective  announce- 
ment they  had  made  careful  remarks.  It  was  a  rude 
revelation  to  them  of  the  keen  glance  of  the  general 
college  eye  towards  their  peculiar  doings,  when,  a  few 
days  after  the  "  Lit."  for  this  particular  month  was  issued, 
they  found  themselves  marching  and  singing,  in  their 
respective  society  regiments,  with  men  who  wore  on 
their  white  robes  such  sentiments,  painted  in  large  black 
letters,  as  "  To  the  lamp-post  with  Chi  Delta  Theta," 
"  We  have  had  enough  of  reform,"  "  To  hell  with  the 
'  Lit'  " 

The  Yale  Literary  Magazine  (which  is  always  known 
as  the  "  Lit.")  may  be  much  of  the  life  of  Yale,  and  not 
infrequently  is.  The  leader,  the  first  article  in  each 
number,  and  always  written  by  a  member  of  the  Board 
and  signed  by  him,  is  sometimes  hard  to  understand; 
and  again  it  is  simple  and  direct.  And  it  usually  voices 
an  honest  sentiment  or  sturdy  principle  of  Yale  life, 
whose  expression  does  good.  For  the  "  Lit."  is  listened 
to  when  it  talks  to  the  campus.  It  has  made  a  great 
name  at  Yale,  and  men  who  shine  in  the  alumni  roll 
have  been  its  editors.  The  Hon.  William  M.  Evarts,  of 
its  founders  in  the  Class  of  1837  ;  Donald  G.  Mitchell, 
President  Daniel  C.  Gilman  of  Johns  Hopkins,  the 
Hon.  Andrew  D.  White,  Prof.  Thomas  R.  Lounsbury, 


YALE  JOURNALISM.  85 

Edward  Rowland  Sill,  and  many  another  worthy,  has 
left  the  college-day  expression  of  his  literary  feelings 
and  his  best  intellectual  aspirations  between  the  dull 
red  covers  and  behind  the  sturdy  form  of  the  Saint  of 
Yale.  The  power  that  comes  with  an  election  by  the 
class  adds  to  the  strength  of  prestige.  The  academic 
Juniors  meet  each  February,  and,  having  considered 
with  some  care  the  totals  of  articles  by  members  of 
their  class  printed  in  the  magazine,  and  with  less  care 
the  quality  of  those  articles,  vote  for  the  five  men  to 
conduct  the  "  Lit."  on  behalf  of  their  class.  The  out- 
going editors  reserve  all  rights,  and  may  altogether 
annihilate  the  results  of  the  election.  Until  the  class 
elections  are  approved  by  them,  they  are  not  valid. 
When  any  name  or  names  on  the  list  furnished  by  the 
class  are  not  acceptable,  the  Seniors  refer  the  election 
back  to  the  class  and  ask  them  to  try  it  again.  If  a 
reasonable  number  of  efforts  in  this  direction  fail,  the 
editors  appoint  whom  they  will. 

It  is  an  anomalous  situation —  a  class  election  which 
may  be  no  election  at  all.  But  the  records  show  few 
instances  where  the  Boards  have  exercised  their  supreme 
rights.  The  spirit  of  the  class  is  almost  invariably  fair 
and  the  judgment  on  the  fitness  of  the  candidates, 
formed  by  those  who  read  and  study,  permeates  the 
class  quite  thoroughly.  Where  the  spirit  of  the  elec- 
tion is  the  right  spirit,  and  the  choices  and  omissions 
are  not  distinctly  bad,  the  board  will  almost  invariably 
accept  the  election.  It  is  considered  worth  some 
sacrifice  to  encourage  the  spirit  of  responsibility  in 
the  class.  A  clash  between  class  and  board  in  the 
latter  eighties  left  the  magazine  in  charge  of  but  four 
men  through  the  year,  the  appointee  of  the  board  de- 


86  YALE. 

dining  to  accept  a  position  which  his  class  was  not 
willing  to  give  him.  About  thirty  years  ago,  a  dis- 
agreement among  the  editors  themselves  led  to  the 
publication  of  two  magazines  each  month,  each  calling 
itself  the  "  Lit." 

The  history,  of  Yale's  monthly  is  the  record  of  the 
thought  and  literary  taste  and  feeling  of  undergraduate 
Yale  for  more  than  sixty  years.  Its  policy  has  not 
always  been  the  same,  but  has  in  the  main  conserved 
the  idea  of  its  foundation;  its  standard  has  been  at 
different  heights,  but  quite  invariably  set  at  an  arduous 
altitude.  The  creditable  desire  to  encourage  originality, 
and  to  recognize  the  relations  of  literature  and  life,  has 
led  it  in  recent  years  to  accept  many  fantastic  and  feeble 
creations,  called  short  stories.  But  these  digressions 
are  to  be  expected,  and  the  idiosyncrasies  correct  them- 
selves. The  "  Lit."  is  earnest  and  zealous  in  the  name 
of  literature,  and  it  strongly  stimulates  undergraduate 
effort  at  expression  and  thought.  For  the  contributor's 
training  does  not  end  with  his  own  effort  at  com.posi- 
tion.  If  his  work  shows  any  ground  for  hope  he  may 
meet  the  "  Lit."  editors  at  certain  hours  and  receive 
suggestions  and  criticisms  from  them.  These  may  lack 
the  breadth  and  accuracy  of  the  Professor's  comments, 
but  they  are  sent  home  by  those  who  are  close  to  the 
age  and  the  viewpoint  of  the  contributor,  and  have 
but  lately  stumbled  along  the  path  which  he  tries  to 
climb.  The  "  Lit."  heeler  is  not  quite  so  much  in 
evidence  as  to  his  trials  and  fears  and  labors  as  the 
hurrying,  wan,  dark-eyed  candidate  for  the  "  News " 
Board.  But  he  has  troubles  in  plenty,  and  no  one  more 
appreciates  personal  sympathy  and  helpful  suggestion. 
It  would  be,  indeed,  discouraging  for  him  if  his  piece 


YALE  JOURNALISM.  87 

simply  came  back  to  him  with  the  mark  "H"  (that  is 
for  the  hell  box)  or  "  P  "  (for  Purgatory). 

"  In  my  time,"  quietly  remarked  Professor  Beers  at 
a  "News"  dinner  a  few  years  ago,  "  there  was  no  'News' 
because  there  was  no  news.  The  College  '  Courant '  satis- 
fied us.  [Derisive  laughter.]  It  had  a  brief  and  peculiar 
way  of  pointing  the  way  to  some  item  of  interest.  Its 
columns  would  contain  the  remark  that  *  a  painful  rumor 
circulated  on  the  campus  last  week.'  When  the  editors 
were  privately  approached  as  to  the  substance  of  that 
rumor,  they  would  perhaps  inform  us  that  McDougall 
was  an  ass.  McDougall  was  the  name  of  the  editors' 
unpopular  business  manager." 

These  remarks,  which  are  very  freely  reported,  were 
meant  to  be  only  suggestive.  The  "  Courant  "  and  the 
"  Record,"  Yale's  two  biweeklies,  have  at  different 
times  overshadowed  each  other,  since  the  days  of  the 
latter's  establishment  as  a  rival  newspaper.  Each  has 
had  various  characters.  The  "  Record  "  is  now  firmly 
established  as  the  comic  paper  of  the  campus.  Its  wit 
is  variable,  like  every  publication  of  its  kind,  but  the 
story  of  much  of  the  nonsense  that  makes  the  academic 
shades  so  refreshing  is  to  be  found  in  its  columns. 
Now  and  again  it  produces  an  artist  or  cartoonist  of 
no  little  talent  and  much  more  promise,  who  catches 
sentiments  and  follies  and  ideas,  and  records  them  in 
the  only  way  in  which  they  can  be  recorded.  Its  staff 
is  not  infrequently  made  up  in  part  of  those  who 
are  also  "  Lit."  or  "  News  "  editors.  The  editorial 
columns  are  fun  pokers  of  a  wholesome  nature.  The 
paper  was  quite  thoroughly  reorganized  in  the  year 
1889-90,  and  its  ambition  and  success  have  both  been 


8cS  YALE. 

considerably  enlarged  since  then.  It  stands  well  among 
papers  of  its  kind  in  other  colleges.  Yale  is  generally 
quite  satisfied  with  the  "  Record."  The  paper  is  under 
the  control  of  a  Senior  Board,  which  in  latter  years 
has  run  to  nine  members,  with  nearly  as  many  more 
assisting  from  the  under  classes. 

The  "  Courant,"  established  in  1865,  and  thus  ante- 
dating the  "  Record  "  by  eight  years,  had  had,  up  to 
1896,  a  precarious  existence  for  a  decade  or  more. 
The  development  of  the  "  Record "  along  its  present 
lines  seemed  to  leave  it  no  distinct  field,  and  it  bore 
for  a  number  of  years  the  reproach  of  being  the  reposi- 
tory for  rejected  "Lit."  pieces.  Its  editorial  boards 
included  not  a  few  men  of  literary  ability ;  but  it  was  not 
until  the  last  three  years  that  the  paper  made  again  a 
peculiar  place  for  itself.  The  unusual  number  of  men 
of  literary  ability  in  these  latter  classes  supplied  "  Cour- 
ant"  boards  of  very  superior  personnel.  These  men 
made  a  fiii-de-siccle  product  of  the  "  Courant,"  with 
poster-covers,  decorated  margins,  uncut  leaves,  short 
and  clever  stories,  blunt,  unusual  comments,  choice  bits 
of  poetry.  The  "  Courant  "  has  been  considerably  read 
since  this  innovation.  Of  its  future  it  is  yet  too  early  to 
decide.  Its  editors,  five  in  number,  are  now  taken  exclu- 
sively from  the  incoming  Senior  Class  of  the  College, 
although  Scientific  men  are  often  represented  in  at  least 
two  of  the  papers  mentioned,  the  "  News  "  and  "  Record." 

The  peculiar  publication  of  Sheff  is  the  "  Scientific 
Monthly,"  which,  established  in  1894,  is  mainly  made  up 
of  scientific  papers  of  intrinsic  value  with  editorial  com- 
ments on  current  events  and  news  of  the  Sheff  graduates. 
The  editors  are  seven  Seniors. 

In   1891  the  Yale  "Law  Journal,"  the  organ  of  the 


YALE  JOURNALISM.  89 

Law  Department  of  the  University,  was  founded.  It  is 
published  monthly  by  a  board  of  seven  editors,  and  has 
a  permanent  organization,  in  which  distinguished  alumni 
and  members  of  the  Faculty  are  represented.  By  this 
means  an  assurance  is  given  of  a  well  maintained  stand- 
ard, and  the  editors  are  enabled  to  secure  articles  from 
high  legal  authorities. 

The  Yale  "  Medical  Journal,"  estabhshed  in  the  same 
year  as  the  "  Scientific  Monthly,"  has  the  benefit  of  a 
permanent  advisory  board,  made  up  of  officers  and 
graduates  of  the  school,  who  pass  upon  the  technical 
accuracy  of  the  "  Journal's  "  contents  and  enable  it  to 
secure  articles  of  value.  Five  students  make  up  its 
editorial  board.  Its  standard,  like  that  of  the  *'  Law 
Journal "  in  its  field,  is  well  maintained. 

There  are  two  annuals,  or  year  books,  in  the  under- 
graduate departments,  the  "Banner"  and  the  "Pot 
Pourri,"  while  each  graduating  class  of  the  College,  of 
Sheff  and  of  the  Law  and  Medical  Schools,  has  its 
class  book. 

Of  details  one  more,  and  a  very  important  one,  should 
be  added.  One  of  the  recent  benefactors  of  Yale,  Dr. 
Andrew  J.  White,  arranged,  in  presenting  the  dormitory, 
White  Hall,  to  the  College,  that  it  should  contain  per- 
manent homes  for  the  four  generally  circulating  papers 
of  undergraduate  Yale. 

The  offices  of  the  "  Lit,"  the  "  News,"  the  "  Record," 
and  the  "  Courant,"  in  the  basement  of  White  Hall,  are 
both  handsome  and  convenient,  and  add  a  great  deal  to 
the  pleasure  and  efficiency  of  Yale  editorial  work, 

Yale  journalism  is  loyal  to  Yale.  The  "  News  "  edi- 
tors of  1 891-2  conceived  the  idea,  then  altogether  new, 


90  YALE. 

of  a  paper  for  the  graduates.  The  result  was  a  weekly 
edition  of  the  "  News,"  with  special  features  for  alumni. 
The  idea  was  at  once  popular,  and  became  a  source 
of  considerable  revenue  to  the  "  News."  In  develop- 
ing their  own  creation,  the  editors  made  financial 
considerations  secondary,  and  finally,  by  turning  the 
paper  entirely  over  to  the  graduates,  in  order  to  more 
nearly  realize  their  own  ideal  of  it,  they  altogether  cut 
themselves  off  from  a  source  of  considerable  revenue. 
The  "  News  "  is  still  in  editorial  and  business  relations 
with  the  "  Yale  Alumni  Weekly,"  and  receives  certain 
moneys  from  it.  But  these  sums  are  arranged  on  the 
basis  of  the  value  of  the  services  performed  by  the 
"News,"  and  the  arrangement  might  be  terminated, 
should  such  a  step  for  any  reason  be  desirable,  by  the 
act  of  either  of  the  papers. 

This  Yale  graduates'  paper,  the  "Alumni  Weekly," 
has  a  circulation  of  over  four  thousand,  and  it  is  estimated 
that  it  reaches  weekly,  for  ten  months  of  the  year,  two- 
thirds  of  the  graduates  of  Yale,  whose  total  is  between 
nine  or  ten  thousand.  It  is  published  to  give  alumni 
news  of  the  University  and  of  other  alumni,  and  for 
the  discussion  of  matters  of  particular  interest  to  all 
the  sons  and  friends  of  Yale.  For  the  record  of  the 
doings  of  the  alumni  and  their  friends  it  is  in  constant 
communication  with  class  secretaries  and  Alumni  As- 
sociation officers  in  all  parts  of  the  country,  having  a 
list  of  about  two  hundred  such  correspondents.  Though 
entirely  independent  of  official  control,  it  has  the  in- 
dispensable and  cordial  co-operation  of  many  officers 
and  teachers  of  Yale.  Its  editorial  policy  is  decided 
by  its  editor,  with  the  counsel  of  an  advisory  board  of 
representative    alumni.     Two    Yale   men    of    previous 


YALE   JOURNALISM.  91 

newspaper  training  give  their  entire  time  to  it,  while 
several  news  editors  and  contributors  act  as  reporters. 
Five  persons  are  regularly  employed  in  clerical  and 
other  positions  in  its  business  and  news  departments. 
There  is  no  public  fund  back  of  it,  but  it  promises  to 
justify  in  the  near  future  the  outlay  necessitated  in  its 
recent  development. 


CHAPTER   XIII. 

THE   REVIVAL   OF  DEBATE. 

IN  January,  1892,  the  inauguration  of  intercollegiate 
debates  between  Yale  and  Harvard  first  called 
attention  to  the  interest  in  public  speaking  which  for 
several  years  had  been  steadily  increasing  in  those 
universities.  For  some  thirty  years  debating  had  been 
regarded  with  the  greatest  indifference  by  the  stu- 
dents, who  evidently  believed  in  common  with  the 
public  that  the  press  had  effectually  supplanted  the 
voice  in  the  moulding  of  public  opinion.  This  leth- 
argy was  in  marked  contrast  to  the  enthusiasm  of  the 
palmy  days  of  Linonia  and  Brothers.  Early  in  the 
century  they  furnished  the  chief  diversion  of  the  stu- 
dents from  regular  college  duties,  and  the  most  promi- 
nent undergraduates  were  usually  the  ablest  speakers. 
Yale  graduates,  conspicuous  at  that  time  for  their 
ability  in  public  discussion,  gratefully  acknowledged 
the  value  of  their  early  training  in  these  societies. 

The  first  Yale  debating  society  of  which  there  is 
any  record  was  the  Critonian  Society,  and  of  this 
nothing  remains  but  the  name.  It  existed  some  time 
previous  to  1750.  In  1753,  the  Honorable  Fellowship 
Club,  to  be  known  later  as  the  Linonian  Society,  was 
founded,  chiefly  through  the  efforts  of  President  Clap, 
for  the  furtherance  of  literature  and  oratory  in  the 
College.      In   1768,  owing  to  a  disagreement  over  the 


THE   REVIVAL   OF   DEBATE.  93 

admission  of  Freshmen  to  Linonia,  the  society  of 
Brothers  in  Unity  was  founded.  In  1819  the  election 
of  an  obnoxious  Northern  man  to  the  Presidency  of 
Linonia  resulted  in  the  withdrawal  of  practically  all 
the  Southerners,  and  the  founding  of  the  Calliopean 
Society.  These  three  societies  flourished  with  great 
success  until  about  the  time  of  the  Civil  War.  In 
1853  they  occupied  elaborately  furnished  rooms  in  the 
upper  story  of  Alumni  Hall,  contributing  over  one  half 
of  the  total  cost  of  that  building. 

The  opening  clause  of  the  constitution  of  Brothers 
deserves  to  be  noted,  —  "  The  grand  design  of  every 
moral  action  is  to  procure  enjoyment. "  If  to  hold  an 
office  is  "to  procure  enjoyment,"  Brothers  must  have 
been  a  conspicuous  success,  for  it  boasted  no  less  than 
forty-seven.  According  to  the  records  still  extant, 
the  literary  exercises  consisted  of  orationsf  composi- 
tions, the  consideration  of  questions,  such  as  "What  is 
the  square  root  of  ^f  ths  ?  "  or  "  What  is  the  reason  that, 
though  all  rivers  run  into  the  sea,  yet  the  sea  doth  not 
increase.'  "  quaintly  recorded  by  the  secretary  as  "very 
profitable  and  agreeable,"  and  ordinary  debates  on  sub- 
jects ranging  from  "  Can  a  finite  nature  commit  an 
infinite  crime .'' "  to  "Ought  old  maids  to  be  taxed.?" 
At  one  time  plays  were  introduced,  but  they  led  to 
such  hilarity  that  they  had  to  be  abandoned. 

The  probable  cause  of  the  downfall  of  such  power- 
ful societies  has  been  the  subject  of  much  discussion, 
but  it  is  not  unreasonable  to  conclude  that  the  wide- 
spread belief  in  the  supremacy  of  the  press  referred  to 
above,  and  the  intimate  fellowship  offered  by  the 
secret  societies,  contributed  largely  to  the  result.  In 
i860    interest    in    debating   had   practically  died  out. 


94  YALE. 

and  about  1870  the  societies  were  voluntarily  dissolved. 
Tlie  Linonia  and  Brothers  Library  and  the  Reading 
Room  remain,  worthy  monuments  of  their  dignity  and 
power. 

For  the  next  twenty  years  debating  was  almost 
entirely  ignored.  An  unsuccessful  attempt  to  revive 
Linonia  was  made  in  1878.  In  1884  the  Pundit  Club 
was  organized,  but  perished  with  the  graduation  of  its 
members.  In  1887  the  temporarily  successful  Assembly 
proved  that  interest  in  debating  was  growing,  though 
not  as  yet  strong  enough  to  support  a  society.  In 
1890  the  Union  in  the  College  and  the  Kent  Club  in 
the  Law  School  were  established,  and  have  flourished 
with  uninterrupted  and  increasing  success  up  to  the 
present  time. 

In  1892  began  the  intercollegiate  debates,  which 
more  thali  anything  else  have  created  the  present 
interest  in  debating.  Beginning  as  mere  exhibitions 
without  judges,  they  were  changed  in  1893  into  actual 
contests  for  supremacy.  Yale  debated  against  Harvard 
twice  that  year,  and  both  times  was  defeated.  She  also 
gave  an  exhibition  debate  with  Princeton.  The  follow- 
ing year  Yale  met  Harvard  twice  without  success,  and 
in  the  spring  of  1895  lost  to  both  Harvard  and  Prince- 
ton. It  was  the  critical  period  in  Yale  debating.  The 
taunt  of  "  Harvard  brain  and  Yale  brawn"  was  receiv- 
ing industrious  circulation,  and  the  mutterings  of  Yale 
alumni  associations  throughout  the  country  grew 
ominously  loud.  The  Union  passed  through  a  crisis, 
resulting  in  the  resignation  of  a  president  who  had  ad- 
vocated a  temporary  withdrawal  from  the  intercollegiate 
contests.  At  last,  in  May,  1895,  the  Freshman  Union 
defeated  the  Harvard  Freshman  Union  in  a  debate  in 


THE   REVIVAL   OF   DEBATE.  95 

Alumni  Hall.  The  storm  of  enthusiasm  which  burst 
forth  at  the  announcement  of  this  minor  victory  showed 
the  deep  resentment  of  the  students  at  Yale's  unfortunate 
position.  During  that  summer,  through  the  generosity 
of  the  alumni  in  New  York,  Buffalo,  Hartford,  and 
Stamford,  Conn.,  and  the  cordial  co-operation  of  Pres- 
ident Dwight,  Calliope  Hall  was  entirely  refitted  for  the 
use  of  the  Union,  which  up  to  this  time  had  been  meet- 
ing in  a  recitation  room  in  Osborn  Hall. 

The  first  meeting  of  the  Union  in  the  new  quarters 
in  October,  1895,  was  an  inspiration  to  those  who  had 
been  working  long  and  hard  for  Yale's  success.  Pres- 
ident Dwight  and  Professors  Charles  H.  Smith  and 
Wm.  Lyon  Phelps  addressed  a  crowded  hall,  and  the 
enthusiasm  was  unbounded.  On  December  6  Yale 
won  her  first  victory  by  defeating  Princeton  at  Prince- 
ton. In  the  following  May  Yale  defeated  Harvard  at 
New  Haven,  and  found  herself  at  last  in  the  position 
she  had  striven  so  hard  to  reach. 

In  December,  1895,  a  committee  from  the  Yale 
Alumni  Association  of  New  York  visited  the  college, 
inquired  into  all  the  facilities  offered  for  debate,  and 
made  an  exhaustive  report  to  their  association.  Later 
in  the  year  this  association  presented  gold  medals  and 
congratulatory  resolutions  to  each  member  of  the  suc- 
cessful teams.  Such  action  did  not  escape  the  serious 
attention  of  the  undergraduates,  and  greatly  enhanced  the 
dignity  of  the  debating  societies.  At  that  time  the  Union, 
Freshman  Union,  an  interesting  series  of  inter-eating-club 
debates,  and  an  excellent  course  in  Economic  Debates 
under  Professor  Hadley,  offered  facilities  for  debating 
in  the  college.  In  the  Law  School  the  Kent  Club  and 
the  Wayland  Club  gave  opportunity  for  ordinary  debate, 


96  YALE. 

while  the  regular  societies  for  the  trying  of  cases  gave 
similar  practice.  The  Leonard  Bacon  Club  of  the 
Divinity  School  had  just  been  organized,  and  was  soon 
followed  by  the  Sheffield  Debating  Society  of  the 
Scientific  School.  The  Wigwam,  recently  organized  by 
the  Class  of  1900  as  a  class  society,  has  thus  far  been 
very  successful. 

In  the  intercollegiate  debates  as  now  conducted  by 
Yale,  Harvard,  and  Princeton,  one  college  meets  annually 
each  of  the  others.  The  contests  are  held  in  college 
halls,  the  different  colleges  acting  in  rotation  as  the 
hosts  of  their  opponents.  The  home  college  selects 
the  question  for  discussion,  leaving  the  choice  of  sides 
to  the  visitors,  while  it  also  appoints  the  board  of 
judges,  subject  to  its  opponent's  approval.  The  decision 
of  the  judges  is  of  course  based  entirely  on  the  merits 
of  the  debate,  without  regard  .to  the  merits  of  the 
question.  The  teams  are  composed  of  three  men  each, 
chosen  by  a  series  of  competitive  debates  in  their  re- 
spective colleges.  After  a  period  of  study  and  con- 
sultation, the  Yale  teams  are  taken  in  hand  by  Professor 
Hadley  and  Dr.  E.  V.  Raynolds,  who  are  chiefly  re- 
sponsible for  Yale's  gratifying  progress,  subjected  to  a 
series  of  searching  practice  debates  against  "  scrub  " 
teams,  and  sharply  criticised.  It  is  soul-trying  drudgery, 
but  the  teams  emerge  from  it  inspired  by  the  confidence 
that  they  have  already  encountered  every  important 
argument  which  their  opponents  are  likely  to  present, 
yet  sobered  by  a  full  appreciation  of  the  task  before 
them.  The  officials  of  the  debate  are  men  of  distinc- 
tion, who,  by  their  presence  at  the  contest,  and  by  their 
speeches  at  the  banquet  which  follows,  testify  to  their 
gratification  at  the  revival  of  debating.    An  examination 


THE   REVIVAL   OF   DEBATE.  97 

of  the  record  of  recent  debates  will  show  the  attendance 
as  officials  of  such  men  as  ex-President  Cleveland,  Hon. 
E.  J.  Phelps,  Dr.  Chauncey  M.  Depevv,  the  Hon.  John 
D.  Long,  Secretary  of  the  Navy;  General  Porter,  Sen- 
ators Hawley  and  Grey,  Governors  Russell  and  Wolcott, 
General  Walker,  Dr.  Lyman  Abbott,  Carl  Schurz,  Col. 
Higginson,  Elihu  Root,  James  C.  Carter,  William  B. 
Hornblovver,  Judge  Henry  E.  Hovvland,  and  Presidents 
Dvvight,  Eliot,  and  Patton. 

Many  suggestions  have  been  offered  by  interested 
alumni  looking  to  the  further  encouragement  of 
debating  in  the  University.  Some  have  advocated  the 
existence  of  two  great  societies  in  the  Academical 
Department  rather  than  the  one  Union,  on  the  ground 
that  inter-society  rivalry  will  intensify  the  interest ;  but 
the  intercollegiate  debates  consume  so  much  time  and 
strength  that  there  is  little  energy  left  for  college  con- 
tests. It  is  interesting  to  note  in  this  connection  that 
the  experiment  of  two  societies  tried  at  Harvard 'has 
just  been  abandoned  by  a  re-merging  of  the  two  into 
the  original  Harvard  Union,  and  that  Princeton  men 
complain  of  the  serious  interference  of  their  Whig-Clio 
debates  with  the  intercollegiate  contests.  Money  prizes 
have  been  suggested,  but  they  are  of  doubtful  value,  as 
their  tendency  is  to  glorify  form  at  the  expense  of  sub- 
stance. In  the  successful  Yale  teams  of  late  no  attempt 
to  commit  speeches  to  memory  is  permitted,  for  a  debate 
is  not  a  series  of  polished  orations,  but  a  battle  of  clear, 
incisive,  vigorous  argument,  and  the  debater  who  pre- 
sents a  set  speech  will  find  himself  seriously  embarrassed 
by  an  opponent  who  can  readily  modify  his  argument 
to  meet  any  attack.  It  may  even  be  doubted  whether 
money  prizes  furnish  any  material  encouragement.    Dur- 

7 


98  YALE. 

ing  the  decline  of  Linonia  and  Brothers  there  were 
offered  in  one  year  forty-two  separate  prizes  in  money, 
and  less  than  twenty  men  altogether  presented  them- 
selves to  try  for  them.  When  the  Thacher  debating 
Prizes  of  $200,  so  generously  provided  by  the  Class  of 
'42,  were  first  offered  in  1894  as  an  independent  contest, 
they  attracted  no  attention.  It  was  found  necessary  to 
offer  them  to  the  successful  competitors  for  the  inter- 
collegiate debating  teams  in  order  to  have  an  oppor- 
tunity of  awarding  them  at  all.  The  debater,  like  the 
athlete,  works  for  the  honor  of  his  college  rather  than 
for  self,  and  money  is  out  of  place.  The  great  need  is 
not  for  two  societies,  nor  for  money  prizes,  but  for  men 
of  intellectual  power,  who  shall  place  themselves  in  the 
hands  of  Professor  Hadley,  Dr.  Raynolds,  and  the 
graduate  coachers,  that  they  may  be  taught  how  to 
debate ;  and  then  that  the  great  secret  societies,  which, 
by  the  conferring  of  their  coveted  honors  can  spur  men 
on  to  work  for  Yale  in  any  field,  shall  stand  as  ready 
to  recognize  the  debater  as  they  now  are  the  athlete. 
No  disparagement  of  the  athlete  is  intended.  His  de- 
votion to  his  college  and  his  labors  in  her  behalf 
deserve  as  much  as  the  work  of  any  debater,  and  it 
would  be  difficult  to  overestimate  the  influence  of 
athletics  in  creating  a  wholesome,  manly  atmosphere 
among  college  men.  Many  speakers  at  the  recent 
banquets  have  declared  their  satisfaction  at  the  rise  of 
intellectual  as  opposed  to  physical  contests.  Mr.  Francis 
L.  Stetson,  a  judge  at  Yale's  first  intercollegiate  victory, 
displayed  sounder  judgment,  when,  pointing  out  that 
the  Olympic  games  were  at  their  height  when  the  art 
and  literature  of  Greece  were  in  their  greatest  glory,  he 
expressed  a  desire  to  see  "  not  less  athletics  and  more 
debating,  but  more  of  both." 


Skull  and  Bones  Hall 


CHAPTER   XIV. 

TAP   DAY    AND   THE   SOCIETY   SYSTEM. 

TAP  DAY  at  Yale  is  a  custom  as  peculiar  as  any 
in  all  the  life  of  the  campus.  The  institution 
is  one  on  which  no  two  observers  would  follow  in 
comment  either  similar  lines  or  Hnes  to  any  extent 
parallel.  From  the  standpoint  of  spectacular  interest 
it  varies,  according  to  the  temperament  of  the  observer, 
between  the  most  impressive  and  the  most  ludicrous 
exhibition.  From  the  point  of  view  of  Yale  welfare, 
the  custom  is  either  applauded  as  one  consistent  with 
the  best  traditions  of  the  place,  or  tolerated  as  the 
only  known  expedient  for  a  peculiar  occasion,  or  con- 
demned as  undignified  and  inhuman. 

Tap  Day,  if  the  reader  has  not  seen  it,  is  the  day 
on  which  the  Senior  year  societies  of  Yale  College, 
Skull  and  Bones,  Scroll  and  Key,  and  Wolf's  Head, 
publicly  announce  their  choices  from  the  Junior  Class. 
The  ceremony  occurs  on  a  Thursday  afternoon  to- 
wards the  end  of  May.  It  opens  at  five  o'clock  in  the 
afternoon,  rain  or  shine.  It  takes  from  an  hour  to  an 
hour  and  a  half.  It  gathers  along  the  new  Fence  in 
front  of  Durfee  Hall,  at  the  northern  end  of  the 
campus,  practically  all  of  the  Junior  Class,  from  whose 
ranks  the  elections  are  made,  and  a  large  part  of 
the  rest  of  the  University,  —  academic,  scientific,  and 
departmental, — with  many  of  the  Faculty  and  of  the 
people   of  New   Haven    and    of  the    people   of  other 


loo  YALE. 

parts  of  Yaledom,  even  to  remote  points.  The  ob- 
servers are  thronged  in  the  windows  of  Durfee  and 
Farnam  and  North  College,  on  the  steps  and  roof  of 
Dwight  Hall,  and  all  about  the  open  campus. 

Each  of  the  Senior  societies  has  fifteen  members, 
and,  beginning  at  five  o'clock  and  at  intervals  of  from 
two  to  four  minutes,  each  of  those  members  emerges 
from  his  society  hall,  and  proceeds  to  the  campus,  walk- 
ing alone,  recognizing  no  one.  With  solemn  face  he 
invades  the  densest  part  of  the  crowd,  where  the  most 
likely  of  the  candidates  from  the  Junior  Class  are 
gathered ;  finds  the  one  particular  man  whose  election 
to  that  particular  society  has  been  delegated  to  that 
particular  Senior;  slaps  that  particular  man  on  his 
back;  tells  him  at  the  same  time  to  go  to  his  room; 
follows  that  man  through  the  crowd  and  across  the 
campus  to  his  room,  wherever  it  may  be,  preserving 
still  the  same  unbroken  silence  and  grave  countenance ; 
announces  within  the  seclusion  of  that  room,  in  formal 
language,  the  election ;  leaves  the  room,  the  dormitory, 
and  the  campus,  in  the  same  manner  and  with  the 
same  demeanor,  and  returns  to  his  society  hall,  not 
again  to  emerge  until  the  formal  breaking  up  of  the 
regular  gathering  of  that  Thursday  evening. 

As  to  the  man  himself,  who  has  received  this  elec- 
tion, he  usually  returns  to  the  campus  and  to  his 
friends,  to  receive  their  congratulations,  and  to  talk 
it  all  over,  and  to  compare  lists,  and  to  ask  whether 
Jim  has  gone  here  or  Jack  has  gone  there, — to  be 
happy  with   this   man   and  to   be   sad    with   that. 

This  young  Junior  may  have  been  a  man  most  con- 
spicuous in  the  college  world,  for  athletic  triumph  or 
scholarly    achievement    or     executive     ability     in    the 


TAP   DAY    AND   THE   SOCIETY  SYSTEM.      loi 

management  of  college  affairs,  or  any  other  proofs 
of  leadership.  If  so,  his  election  has  been  recognized 
as  deserved,  and  he  has  heard  a  fierce  outbreak  of 
shouts  from  his  friends  as  he  felt  the  slap  of  the  Senior 
on  his  back.  He  may  have  been  a  man  of  fine  char- 
acter, and  of  some  ability,  whose  qualities  were  not 
recognized  outside  of  a  few  of  his  friends,  who  have 
still  been  cherishing  the  hope  that  the  lightning  would 
strike  him;  or  he  may  have  been  a  popular  favorite 
who,  up  to  that  point,  had  received  scant  recognition 
from  societies.  In  either  of  the  latter  cases  his  election 
was  deemed  uncertain,  and  when  it  came,  it  brought 
all  the  more  joy,  and  was  acclaimed  by  the  shouts  of 
scores  and  perhaps  of  hundreds. 

Or,  he  may  have  been  one  of  those  particularly 
favored  by  circumstance,  and  who  had  quite  well  im- 
proved the  opportunities  of  auspicious  environment; 
not  widely  known,  and  not  much  in  the  minds  of 
men  outside  of  the  limited  number  of  his  associates. 
In  that  case  he  does  not  hear  so  loud  a  shout  as  that 
which  acclaimed  other  choices.  But  the  chances  are 
that,  whatever  the  popularity  of  the  candidate  or  his 
unpopularity,  he  himself  could  not  tell  you  intelli- 
gently or  accurately  of  the  events  of  that  afternoon. 
To  him  it  is  almost  invariably  the  time  of  most  intense 
satisfaction  and  of  the  most  nervous  excitement  of 
all  his  college  course.  He  has  attained  what  is  rated  as 
the  highest  social  honor  of  Yale  College ;  has  become 
a  member  of  a  society  of  known  reputation  and  stand- 
ing wherever  Yale  is  known,  whose  membership  is  a 
membership  of  the  honored  past  as  well  as  the  honored 
present. 

When  this  ceremony  is  all  over,  and  for  hours  and 


102  YALE. 

for  days  afterwards,  the  University  talks  about  it,  and 
this  society  is  congratulated  and  another  is  con- 
demned; one  has  raised  itself  enormously  in  popular 
esteem,  another  has  given  itself  such  a  name  as  will 
curse  it  for  years.  The  rankest  injustice  has  been 
perpetrated  here,  and  the  finest  discrimination  shown 
there.  The  man  who  mingles  among  students  after 
Tap  Day,  will  hear  these  opinions  expressed  in  turn 
about  each  and  every  one  of  the  societies  which  have 
taken  part  in  the  ceremonies  of  the  afternoon.  Each 
will  be  sincere  and  honest,  according  to  the  lights  of 
the  observer,  and  in  very  few  cases  v^'ill  they  be  dic- 
tated by  anything  like  envy  or  disappointment.  And 
yet,  that  afternoon  has  left  in  the  hearts  of  a  score  and 
more  of  men  as  sharp  and  painful  and  deep  wounds 
as  perhaps  they  will  ever  suffer  in  all  the  battles 
of  life.  They  have  lost,  generally  for  reasons  which 
they  cannot  tell,  that  which  they  most  desired  of  all 
the  honors  their  fellows  could  give  them.  Their 
friends,  and  the  college  at  large,  have  seen  them  con- 
spicuously fail.  The  decision  is  irrevocable.  A  pecu- 
liar mystery  is  closed  to  them,  a  peculiar  experience 
denied  them,  and  a  certain  choice  and  helpful  associa- 
tion prohibited.  There  is  no  undoing  it  all.  The  word 
has  been  given,  and  judgment  has  been  passed. 

And  there  are  scores  of  observing  men  who  feel  that 
in  refusing  to  honor  with  election  these  certain  Juniors, 
the  societies  have  condemned  themselves  and  worked 
a  gross  injustice.  Almost  invariably  these  find  in  the 
list  men  whose  characters  or  achievements  they  know 
for  a  certainty  are  below  what  their  particular  favorites 
can  show,  and  their  sense  of  justice  is  outraged.  They 
will  be  the  ones  to  talk  long  and  bitterly  about  it  all. 


TAP    DAY   AND   THE   SOCIETY   SYSTEM.       103 

As  to  the  societies  themselves,  they  will  maintain, 
and  their  members  will  maintain,  absolute  silence. 
They  will  not  answer  in  any  way  the  criticisms  or 
comments  on  their  acts  of  choice.  When  another  year 
comes  around  they  will  appear  again  on  the  campus 
in  the  persons  of  those  whom  they  elected  on  this 
particular  May  day,  and  they  will  try  again  the  ideal 
task  of  apportioning  their  honors  with  fairness  and 
with  propriety  in  a  very  large  field  of  unusually  strong 
candidates.  And  the  men  who  have  most  bitterly 
criticised  them  this  year  will  probably  be  on  the 
campus  to  watch  them  work  again,  and  will  be  ready 
with  whole-hearted  congratulations  for  those  who  are 
so  fortunate  as  to  receive  their  favors,  and  with  cheers 
even  when  the  choice  is  particularly  happy.  They 
will  show  by  their  participation  in  this  indirect  way 
in  the  ceremonies,  that  the  societies  have  not  lost 
position   in   their   estimation. 

It  is  the  fact  of  the  almost  universal  interest  of  Yale 
in  these  choices,  and  the  enthusiastic  whole-souled  com- 
mendation of  the  best  selections,  with  sincere  con- 
gratulations for  those  who  are  given  elections,  which 
proves  that  on  the  whole  the  societies  are  rated  as 
doing  their  work  well.  As  to  the  system  itself,  as  to 
the  mistakes  in  the  application  of  it,  and  as  to  the 
different  standards  which  each  of  the  societies  strives 
to  work  out,  it  is  utterly  idle  to  argue.  There  they  are, 
at  the  end  of  the  Academic  course  at  Yale,  conferring 
their  laurels  upon  those  who,  they  think,  can  best  wear 
them;  conferring  their  privileges  upon  those  who,  they 
think,  will  make  the  best  use  of  them.  They  are  falli- 
ble, but  they  are  unquestionably  honest ;  and  if  their 
standards  were  not   high,   and   were  not  on  the  whole 


I04  YALE. 

very  well  maintained  in  the  recognition  of  the  right 
kind  of  Yale  character,  they  could  never  command  the 
interest  or  the  indorsement,  expressed  or  tacit,  of  the 
institution,  which  they  undoubtedly  receive.  They 
assume  privileges  which  the  College  would  not  for  a 
minute  tolerate  if  their  record  did  not  command  respect. 

If  they  were  not  in  the  main  consistent  with  the  best 
ideas  of  the  place,  or  at  least  did  not  appear  to  be 
honestly  trying  to  follow  out  the  best  interests  of  Yale, 
they  would  arouse  a  spirit  that  would  operate  in 
active  and  dangerous  opposition.  It  might  not  take 
the  old  form,  which  prejudice  dictated  twenty  years 
ago  and  more,  of  disfiguring  buildings,  of  blocking 
the  gates  to  rooms  where  candidates  were  gathered, 
of  personal  attacks  upon  the  members  as  they  re- 
turned from  their  halls,  and  other  violent  acts  of  that 
sort.  The  spirit  of  the  times  would  probably  indicate 
a  different  course,  and  it  would  be  much  more  deter- 
mined and  effective  than  any  such  measures. 

The  way  in  which  Yale  regards  these  institutions  is 
spoken  of  here  simply  as  the  most  pertinent  observa- 
tion that  can  be  made  upon  them.  It  is  not  offered 
by  way  of  defence.  Whether  the  three  Senior  societies 
are  considered  to  need  defence  or  not,  it  is  not  a  part 
of  this  book  to  give  it  to  them.  And,  indeed,  whether 
they  deserve  favorable  or  unfavorable  criticism,  it  is  of 
no  use  to  give  it  to  them  with  the  idea  of  producing 
any  effect.  The  Senior  societies  will  be  treated  accord- 
ing to  their  deserts.  If  they  keep  abreast  of,  or,  better, 
a  little  ahead  of,  the  best  principles  of  the  place,  their 
own  prosperity  is  assured  in  the  prosperity  of  Yale.  If 
to  any  extent  they  run  against  any  of  the  prime  forces 
of  Yale  life,  they  are  bound  sooner  or  later  to  become 
objects  of  sympathy. 


TAP   DAY   AND   THE   SOCIETY    SYSTEM.       105 

But  it  is  interesting  to  talk  about  them,  because  they 
are  pecuHar  institutions.  It  is  often  said  in  their  behalf 
that,  unless  they  were  all  right,  they  would  not  command 
as  they  do  the  enthusiastic  interest  of  men  who  are 
known  as  among  the  very  best  men  on  the  University's 
list,  always  supporting  every  good  work  in  the  name  of 
Yale,  always  considering  the  general  good  of  Yale.  As 
to  this  argument,  the  writer  does  not  think  much  of  it. 
However  deeply  the  graduate  is  interested  in  Yale,  he  is 
not  often  interested  enough  to  definitely  analyze  the 
social  life  of  the  place.  The  prejudice  of  the  intensely 
close  association  of  undergraduate  days,  kept  up  from 
year  to  year  and  increased  by  acquaintance  with  suc- 
cessive generations,  would  go  a  long  way  towards  off- 
setting any  rational  view  antagonistic  to  the  societies. 

On  the  other  hand,  the  fact  of  the  close  connection 
which  such  men  hold  with  the  society  in  which  they 
served  their  novitiate  as  little  more  than  boys,  is  interest- 
ing as  showing  the  strength  of  the  life  of  those  places 
and  the  way  in  which  they  have  organized  their  members 
into  close  relations  to  each  other  and  very  close  relations 
to  the  College.  It  is  proper  to  speak  of  it,  because  it  is 
a  fact  patent  to  any  observer  of  New  Haven  life,  even  if 
he  never  went  through  any  department  of  Yale. 

Again,  one  hears  the  argument  of  the  Faculty's  in= 
tense  interest  in  these  societies  and  their  members,  and 
the  way  in  which  they  conduct  themselves,  as  showing 
that  they  must  be  all  right,  and  a  healthful  and  helpful 
part  of  the  place.  Not  necessarily,  in  the  writer's 
opinion.  It  does  show,  however,  that  they  are  very 
strong  factors  in  undergraduate  life,  and  that  through 
them,  directly  or  indirectly,  student  sentiment  and 
student  standards  are  affected  to  a  great  extent. 


io6  YALE. 

The  fact  of  this  influence  shows  the  societies  to  be 
peculiar  institutions  and  very  strong  institutions,  and 
we  come  back  to  the  question  :  Why  are  they  so  strong, 
and  why  are  their  idiosyncrasies  not  only  tolerated  but 
respected?  The  conclusion  that  has  been  given  before 
this  seems  to  me  to  be  the  only  answer  to  this  question. 
They  are  on  the  whole  true  to  the  principles  of  the 
place.  If  we  claim  the  Senior  societies  to  be  harmful 
institutions,  we  must  very  severely  criticise  Yale  itself. 
But  it  seems  to  be  generally  assumed  that  Yale  life  is 
built  on  sound  foundations.  It  is  impossible  to  believe 
that  through  any  fear,  or  even  through  inertia,  the 
men  who  have  come  in  and  gone  out  of  Yale  in  all  these 
years  would  submit  to  that  which  they  believed  wrong 
in  itself,  or  wrongly  directed  from  the  standpoint  of 
Yale's  best  interests.  The  power  of  prestige  and  tradi- 
tion, safeguarded  in  the  most  impenetrable  mystery,  is 
great;  but  I  cannot  believe  that  it  is  great  enough  to 
overcome  the  honesty  and  the  sense  of  duty  to  Yale  of 
the  young  men  who  make  Yale. 

One  thing  more  about  these  societies,  —  and  again,  it 
is  possible  to  say  it,  out  of  that  knovv^lege  which  comes 
from  common  observation  of  Yale  affairs.  Graduates 
of  the  College  and  friends  of  the  College  are  watching 
these  particular  institutions  with  rather  more  interest 
now  than  ever  before.  They  are  watching  to  see  just 
how  well  they  are  going  to  play  their  part  in  the  work 
of  holding  the  big  place  together,  and  so  keeping  up 
that  community  life  which  is  so  very  characteristic  of 
the  New  Haven  institution.  If  they  meet  these  op- 
portunities as  they  should  be  met  by  any  Yale  institu- 
tion, their  position  in  greater  Yale  will  be  what  it  has 
been  in  the  Yale  of  the  past.     But  if  any  idea  of  self- 


"«ga.-i;^-"i^ic^= 


TAP   DAY   AND   THE   SOCIETY   SYSTEM.       107 

interest,  which  is  separated  from  Yale  interest,  begins 
to  appear  in  the  operation  of  any  or  all  of  them,  it  is 
sure  that  they  will  pass  into  a  comparative  or  com- 
plete obscurity,  and  that  something  else  —  I  do  not 
know  what  —  will  play  the  peculiar  part  which  they 
have  played  at  Yale.  I  have  my  own  opinion  as  to 
which  of  these  alternatives  is  more  probable,  but  that 
is  not  germane. 

Skull  and  Bones  was  founded  in  1832,  Scroll  and  Key 
in  1842,  and  Wolfs  Head  in  1883.  A  peculiarity  of  the 
latter  is  the  fact  that  it  has  not  only  filled  up  its  mem- 
bership list  from  year  to  year  since  its  foundation,  but 
has  reached  back  to  former  classes,  where  often  hind- 
sight has  been  able  to  operate  better  than  the  foresight 
of  the  older  societies.  It  affords  an  index  of  the 
fcillibility  in  the  way  of  omission,  by  even  such  carefully 
operating  societies  as  those  of  Senior  year  at  Yale,  to 
note  how  many  men  of  great  strength  and  reputation 
Wolf's  Head  has  gathered  into  its  graduate  list.  These 
three  Senior  societies  have  their  society  homes,  which 
are  conspicuous  features  of  the  architectural  side  of 
New  Haven,  and  which  are  located  on  High  Street, 
College  Street,  and  Prospect  Street  respectively. 

But  Tap  Day  means  taking  care  of  only  forty-five 
men.  There  are  three  hundred  odd  now  in  every  class 
in  the  College.  Forty-five  is  a  very  small  number,  and 
if  this  is  for  each  man  the  only  means  for  particular 
social  connection  with  this  place,  the  equipment  is 
rather  short,  looking  at  it  from  a  numerical  standpoint. 

Yale's  equipment  is  short;  there  is  no  denying  that. 
(Remember  that  we  are  speaking  now  of  Yale  College.) 
There  are  Junior    societies    and    Sophomore  societies, 


io8  YALE. 

and  there  is  a  University  Club;  but  no  one  of  them 
furnishes  any  general  rallying  point  for  the  students, 
and  not  all  of  them  combined  hold  the  place  together 
in  a  social  way.  Many  say  that  in  spite  of  all  this, 
Yale  holds  together,  by  the  remarkable  traditional  com- 
munity life  of  the  place;  by  the  favoring  system  of 
instruction,  keeping  the  classes  together  in  the  first 
two  years ;  by  Fence  life  and  religious  life  and  dormi- 
tory life. 

This  statement  is  largely  true.  The  Junior  societies 
are  lively,  interesting  organizations.  There  are  four 
of  them :  Psi  Upsilon,  Delta  Kappa  Epsilon,  Alpha 
Delta  Phi,  and  Zeta  Psi.  The  first  three  are,  by  virtue 
of  age  and  particular  agreements  among  themselves, 
in  the  positions  of  the  greatest  power.  It  is  customary 
for  the  campaign  committees  of  these  societies  to  di- 
vide up  what  they  consider  the  available  material  of 
the  Sophomore  Class,  and  so  apportion  it  that  each 
society  will  "  weigh  up "  about  even  with  the  others. 
They  each  take  twenty-five  men  from  the  Sophomore, 
that  is,  the  incoming  Junior  Class,  the  class  adding  in 
each  case  ten  more  at  different  times  during  the  rest  of 
the  course.  The  societies  announce  their  elections 
with  peculiar  and  very  pretty  ceremonies  on  the  Tues- 
day preceding  Tap  Day.  Each  society  robes  itself  in 
its  appropriate  color,  —  D.  K.  E.  in  red  gowns  and  hats, 
Psi  U.  in  white.  Alpha  Delta  Phi  in  green,  —  and 
marches  with  full  ranks,  double  file,  behind  a  large 
calcium  light.  Each  man  is  supplied  with  more  or 
less  fireworks,  which  makes  it  seem  rather  more  inter- 
esting as  the  procession  trails  its  way  in  and  out  of  the 
campus  and  to  different  rooms  in  the  various  dormito- 
ries where  the  candidates  are  quartered.     Each  member 


Zeta  Psi 


Delta  Kappa 
Epsilon 


Psi  Upsilon 


Alpha  Delta  Phi 

Junior  Society  Halls 


TAP   DAY   AND   THE   SOCIETY   SYSTEM.       109 

also  reserves  his  voice  to  be  specially  spoiled  that  night, 
by  helping  to  sing  the  particular  songs  of  his  fraternity 
a  little  louder  than  either  of  the  other  processions  can 
sing  the  particular  songs  of  its  fraternity. 

As  these  processions  first  appear  on  the  campus,  D. 
K.  E.  from  behind  Dwight  Hall  on  the  west  —  Psi  U.  at 
the  north  end  of  the  campus  between  Durfce  and 
Alumni,  and  Alpha  Delta  Phi  marching  from  their 
chapter  house  on  Hillhousc  Avenue  through  the  Pass 
of  Thermopylae  between  Durfee  and  Chapel, — they 
make  an  unusual  and  attractive  scene,  and  if  it  is  a  clear 
summer  night  the  campus  is  thronged  with  hundreds, 
or  even  thousands,  to  sec  the  show.  When  the  lines  of 
these  processions  converge  and  intersect,  the  more  in- 
tense parts  of  the  scene  are  presented.  Since  the 
Junior  society  renaissance  of  three  or  four  years  ago, 
acts  which  are  in  any  way  undignified  have  been  for- 
sworn. It  was  not  more  than  ten  years  ago  that  athletic 
training  was  even  more  necessary  than  musical  culture. 
Alpha  Delta  Phi  had  then  no  chapter  at  Yale,  there 
having  been  some  misunderstanding  in  the  chapter  or 
with  the  fraternity  in  1870,  which  resulted  in  the  loss 
of  the  charter.  In  those  days  Psi  U.  and  D.  K.  E.  had 
the  ground  to  themselves,  and  their  duel  was  a  genuine 
one.  The  only  costumes  were  any  grotesque  parapher- 
nalia which  student  wit  could  devise  or  student  coin 
purchase  of  a  costumer.  A  common  armament  was  a 
stuffed  club.  A  common  aim  was  to  get  as  many  hats 
from  the  heads  of  the  other  fraternity  as  could  be 
stuffed  under  a  man's  jersey.  A  common  result  was  a 
lively  rush,  several  times  repeated,  which  was  remem- 
bered in  colors  by  the  participants  several  days,  or  even 
weeks,  thereafter. 


I  TO  YALE. 

Now,  it  is  merely  a  contest  of  voice,  and,  as  has  been 
said,  there  is  no  contest  in  the  selection  of  men.  Then, 
there  used  to  be  the  liveliest  kind  of  campaigning,  which 
went  back  even  into  Freshman  year.  The  present 
arrangement,  which  is  in  the  nature  of  a  trust,  was 
made  necessary  when  Alpha  Delta  Phi,  which  at  first 
returned  to  Yale  in  1888  as  a  three-year  society,  accord- 
ing to  the  regular  rule  of  the  fraternity,  was  made  in 
1895  into  an  orthodox  Yale  Junior  society.  Its  long 
absence  from  Yale  had  lost  for  it,  naturally,  some  pres- 
tige, and  in  a  straight  fight  for  members  by  campaign 
committees  it  would  ordinarily  have  suffered  for  some 
time.  The  other  two  societies  were  quite  willing  to 
make  the  concessions  for  a  general  agreement  in  the 
choice  of  men,  based  on  simply  the  rule  of  even  ap- 
portionment, because  they  thought  that  Yale  needed 
another  Junior  society  and  this  was  a  way  to  get  it. 

The  fourth  society  mentioned,  Zeta  Psi,  is  not  a  party 
to  this  general  agreement,  on  account  of  certain  fra- 
ternity restrictions  and  for  other  reasons.  It  came  to 
Yale  in  1888  and  built  in  1890.  It  announces  its  selec- 
tion on  the  same  night,  and  takes  from  ten  to  fifteen 
men  from  the  Sophomore  Class  at  that  time.  The 
number  is  not  definitely  fixed.  It  is  increased  by  five 
or  six  elections  given  in  Junior  year.  As  at  present 
organized  it  pledges  no  men  before  Sophomore  year. 

The  Junior  society  revival,  which  has  been  spoken 
of,  was  brought  about  by  an  intense  desire  on  the 
part  of  representative  men  in  the  different  societies  to 
extend  the  social  privileges  that  there  were  at  Yale, 
in  order  to  allow  opportunity  for  social  enjoyment  and 
development  to  a  large  number  of  men  who  were  then 
excluded.     The  revival  at  the  time  was  very  thorough- 


►J  ^ 
O    Q 


TAP   DAY   AND   THE   SOCIETY  SYSTEM.       iii 

going  as  to  the  spirit  and  rule  and  life  of  the  societies. 
A  great  deal  of  money  was  spent  in  remodelling  the 
old  Psi  U.  and  D.  K.  E.  buildings,  and  making  them 
very  much  more  attractive  inside  and  out.  Alpha 
Delta  Phi  had  an  excellent  building  on  Hillhouse 
Avenue,  and  these  three  institutions,  it  was  thought, 
would  play  a  strong  part  in  Yale  social  life.  Per- 
haps if  we  go  back  to  the  year  before,  we  will  see 
one  reason  why  this  hope  has  not  been  altogether 
realized. 

There  are  at  Yale  Sophomore  societies.  Twenty 
years  ago  any  society  below  Junior  year  was  pro- 
hibited by  the  Academic  Faculty.  There  were  societies, 
nevertheless.  Men  insisted  on  getting  together  under 
one  guise  or  another,  as  a  debating  club  or  else  in 
absolute  secrecy.  'H  fiovX-q  was  started  ostensibly  as 
a  debating  society  twenty  years  ago.  It  took  only  a 
few  years  to  make  it  a  strong  Sophomore  society  and 
to  breed  a  rival.  Eta  Phi.  Each  one  of  these  re- 
stricted its  membership  to  seventeen  men,  and  made 
its  choices  very  carefully.  By  this  great  exclusiveness 
and  the  very  mystery  of  existence  under  the  ban  of 
the  Faculty,  membership  in  them  became  a  coveted 
privilege  of  Yale.  From  that  time  until  1895,  when 
a  third  similar  society.  Kappa  Psi,  was  founded,  these 
were,  practically,  the  only  social  institutions  before 
Junior  year.  They  were,  and  are,  very  much  pat- 
ronized by  their  members  in  the  Junior  and  Senior 
societies,  and  thus  they  furnish  means  of  associa- 
tion between  the  different  classes,  which  are  rather  rare 
at  Yale.  They  are  therefore  immensely  helpful  and 
valuable  to  their  members. 


112  YALE. 

They  developed  naturally  from  the  first  a  great  deal 
of  criticism,  which  was  much  increased,  and  given  espe- 
cially good  cause  in  certain  years,  by  the  manner  in 
which  their  members  formed  cliques  and  were  sepa- 
rated from  the  rest  of  the  class.  Their  campaign  com- 
mittees were  chosen  always  with  the  utmost  care,  and 
their  work  was  always  so  very  thorough  that  they  suc- 
ceeded in  gathering  in  their  ranks  a  large  proportion 
of  the  men  who  were  bound  under  any  circumstances 
to  become  prominent  in  their  class.  In  all  criticism  of 
Sophomore  societies  this  element  of  the  rare  judgment 
and  thoroughness  of  the  campaign  committees'  work 
is  generally  left  out.  But  criticism  continually  increased, 
and  more  and  more  reason  for  it  was  admitted  by  the 
members  of  the  societies.  It  became  plainly  incon- 
sistent to  have  three  strong  Senior  societies,  who  were 
supposed  to  give  the  final  decisive  honors  of  the  course, 
choosing  forty-five  members ;  to  have  Junior  societies 
choosing  over  one  hundred  members,  and  to  have 
Sophomore  societies  offer  the  opportunities  of  social 
development  and  the  chance  to  show  what  was  in  them 
to  only  thirty-four  men.  Naturally  another  society  was 
finally  organized,  —  Kappa  Psi,  in  1895.  This  allowed 
fifty-one  Sophomores  a  chance  to  get  together.  The 
effect  lessened  the  grounds  of  criticism  somewhat,  but 
the  principle  of  a  distorted  social  system  remained,  and 
it  remains  to-day.  The  competition  for  places  in  the 
Sophomore  societies  is  strong,  and  however  honest  the 
efforts  of  the  campaign  committees  are,  it  is  impossible 
for  them  to  guard  against  the  influence  of  circum.- 
stances  which  forward  the  chances  of  men  whose  real 
character  it  is  absolutely  impossible  to  determine. 

The  natural  thing  is  to  have  in  Sophomore,  and  per- 


r-.         "^ 


TAP   DAY    AND   THE   SOCIETY   SYSTEM.      113 

haps  in  Freshman  year,  societies  taking  in  a  large  part 
of,  if  not  the  entire  class,  who  would  be  gradually  sifted 
through  the  Junior  societies  for  the  final  favors  of 
Senior  year.  This  is  the  way  it  used  to  be  at  Yale 
in  the  days  of  Delta  Kappa  and  Sigma  Epsilon  and 
Gamma  Nu,  which  took  in  practically  all  the  class,  and 
of  which  the  first  two,  the  most  important,  became 
so  uproarious  that  the  Faculty  prohibited  their  exis- 
tence. History  does  not  often  repeat  itself.  It  would 
be  rather  unusual  if  the  problem  works  itself  out  this 
way.  At  least  this  is  clear :  that  the  society  op- 
portunities of  the  first  part  of  the  course  are  just  at 
present  quite  inadequate  to  the  complete  realization 
of  the  ideal  of  the  society  system  at  Yale ;  that  Sopho- 
more societies  are  very  pleasant  and  valuable  things 
to  their  members,  but  that  it  is  another  story  when 
one  looks  at  it  from  the  standpoint  of  the  common 
good ;  that  they  will  probably  survive  and  prosper 
until  something  better  is  put  in  their  place,  on  account 
of  the  ineradicable  student  instinct  to  organize  into  a 
secret  society ;  that  the  belaboring  of  the  societies  by 
the  mimerous  critics  of  to-day  keeps  the  subject  alive, 
but  does  nothing  beyond  that. 

Most  people  would  be  very  glad  to  have  no  societies 
earlier  than  Junior  year,  on  the  ground  that  two  years 
is  a  short  enough  time  for  members  of  classes  to  learn 
each  other,  and  how  to  make  proper  use  of  the  Yale 
life  which  is  open  and  free  to  all,  and  towards  which 
the  societies  should,  and  to  a  great  extent  do,  occupy 
merely  the  position  of  ministering  agencies.  It  seems 
to  be  generally  assumed,  as  we  have  already  said,  that 
the  Sophomoric  spirit  is  bent  on  organization  in  ;?ome 
.secret  form,  and  most  people  assume  this  in  consider- 

8 


114  YALE. 

ing  the  problem,  wondering  what  there  is  which  can 
compete  successfully  with  the  Sophomore  societies  in 
their  own  field,  and  furnish  to  a  large  majority  of  the 
class  just  what  the  Sophomore  societies  deny  them,  — 
an  opportunity  for  social  development,  for  acquain- 
tance with  those  in  upper  classes ;  in  short,  for  an 
introduction  into  the  social  side  of  Yale  life.  It  has 
been  frankly  argued  in  later  years  that  Yale,  to  keep 
her  big  classes  together  in  the  old  Yale  way,  and  to 
favor  the  democratic  spirit  of  the  place,  must  have  some 
great  club.  It  is  a  very  perplexing  question,  because 
it  presents  a  condition  where  every  instinct  of  organi- 
zation seems  to  be  rather  against  the  interest  of  the 
community  life  of  Yale.  The  small  organization  of 
Sophomore  year  is  certainly  a  very  powerful  one,  and 
has  proceeded  with  much  more  success  on  its  way  than 
any  of  the  big  societies  of  the  older  time.  The  small 
secret  society  seems  to  be  the  one  that  succeeds,  but 
where  it  is  planted  early  in  the  course  and  operates  to 
exclude  any  larger  and  better  organization,  it  conflicts 
with  interests  which  are  a  thousand  times  more  im- 
portant than  those  of  any  society. 

The  Freshman  year,  having  thus  far  for  many  gen- 
erations been  kept  free  from  societies,  will  probably 
be  left  free.  As  to  the  next  year,  it  would  not  be  sur- 
prising to  see  Yale  soon  take  serious  counsel  with  her- 
self. If  the  members  of  the  Academic  Department 
could  agree  on  what  the  situation  demands,  there  is  no 
reasonable  doubt  that  their  plan  would  be  executed, 
whether  it  meant  destruction  or  construction  or  both. 
After  all,  as  has  been  once  said,  but  cannot  be  too  often 
said,  it  is  the  general  interests  of  Yale  social  life  that 
are  the  first  of  all  to  be  considered,  and  any  society 


^ 
^ 


"5> 


>    c^ 


<    2 


TAP   DAY   AND  THE   SOCIETY  SYSTEM.      115 

organization  is  only  to  be  encouraged  or  tolerated  in 
so  far  as  it  teaches  men  to  better  appreciate  the  life 
of  the  place  and  to  better  minister  to  it  according 
to  their  ability.  This  is  frankly  proclaimed  as  the 
policy  of  every  society  of  which  the  writer  has  any 
direct  or  indirect  knowledge.  If  the  best  students  of 
the  xA-cademic  Department  in  these  last  years  of  the 
nineteenth  century  take  up  this  problem,  and  carry  it 
through  on  the  sole  line  of  finding  out  what  the  social 
life  of  Yale  asks  for,  and  what  can  and  therefore  should 
be  given  to  it,  they  will  serve  their  day  and  generation 
well,  and  rise  to  an  opportunity  not  always  given  to 
the  sons  of  Yale.  There  will  be  a  rich  compensation 
for  any  sacrifices  which  this  might  demand  from  any 
individuals  or  sets  of  individuals. 

One  definite  improvement  can  be  reported  in  con- 
nection with  the  Academic  society  system,  ^ — and  in- 
deed the  society  system  of  all  Yale.  The  exclusive 
principle  of  membership  has  never  worked  more  un- 
fortunately than  in  the  relations  of  graduates  to  the 
place.  It  has  always  been  a  very  pleasant  thing  for 
a  Senior  society  or  Sheff  society  member  to  return 
to  Yale.  He  is  at  once  ushered  into  the  heart  of  the 
college  world,  through  the  friendly  associations,  in 
his  society  membership,  with  the  very  men  who  are 
most  of  that  life.  It  has  been  a  different  thing  with 
the  non-society  member,  who  has  had  the  privilege 
of  watching  his  society  friend  go  to  his  hall,  while 
he  departed  for  his  hotel  or  boarding-house.  The 
Graduates'  Club  has  come  to  fill  this  hole,  and  it  is 
filling  it  more  and  more  completely  each  year.  In 
another  part  of  this  book  something  more  is  written 
of  this  very  successful   institution.     Its  basis  of  mem- 


ii6  YALE. 

• 

bcrship  is  the  same  with  the  university  chibs  of  New 
York  and  other  cities,  but  it  is  naturally  a  club  mainly 
composed  of  Yale  graduates  and  Faculty  members, 
and  it  is  becoming  every  term  more  and  more  of  a 
rallying  point  for  all  alumni  who  are  drawn  to  New 
Haven  on  special  occasions  or  who  happen  into  the 
city. 

One  thing  more  about  academic  societies.  It  is 
sometimes  said  that  they  encourage  "  toadying."  They 
probably  do.  Any  institution  by  which  one  man 
receives  honor  and  privileges  by  the  vote  of  other 
men  encourages  toadying.  But  this  observation  is 
general.  The  particular  question  is  how  much  this 
particular  system  at  Yale,  by  its  special  acts  and 
record,  discourages  the  tendency  which  is  inherent  in 
the  system.  Of  the  answer  to  that,  in  the  writer's 
humble  opinion,  there  is  no  possible  doubt.  Now  and 
then  the  toad  gets  something  by  toadying,  but  to  any 
rational  observer  his  records  are  the  plainest  danger 
signals  in  all  the  highways  and  byways  of  Yale  life. 

And  Shefif  comes  to  the  end  of  the  century  with  society 
problems  of  its  own  on  its  hands,  and  with  evidences 
of  its  attempt  to  solve  them  according  to  the  common 
good.  It  is  quite  a  different  country  in  the  Yale  world 
over  there  at  the  other  end  of  College  Street.  It  has 
grown  to  be  a  very  large  country  and  a  rich  one,  and 
it  takes  just  as  large  a  place  in  all  that  the  Yale  world 
is  doing  as  a  department  can  which  runs  on  a  three- 
year  basis.  If  there  is  any  one  thing  more  than  an- 
other that  compels  the  admiration  of  Academics  for 
their  Sheff  brethren,  it  is  the  way  in  which  they  hold 
to  all   university  interests,    and  keep  up,  as  they  are 


York  Hall 

Clii  Phi  Society  House 


TAP    DAY    AND   THE   SOCIETY   SYSTEM.       117 

doing  remarkably  in  these  latter  days,  the  class  tie, 
and  generally  hold  together,  without  the  cohesive  in- 
fluences which  are  a  part  of  the  natural  conditions  of 
old  Yale  College.  There  is  no  college  dormitory  life 
at  Sheff,  and  the  governors  of  the  department  do  not 
seem  to  v/ant  any.  There  is  no  F"ence  at  Sheff,  —  in- 
deed, they  have  no  campus  of  their  own,  no  innocent 
and  ridiculous  sports  of  their  own.  Sheff  men  are  not 
sent  to  chapel  every  morning.  They  study  together 
for  one  year,  and  so  cement  the  class  tie  with  consider- 
able strength ;  but  this  is  against  two  years  in  the  other 
department. 

And  as  to  societies,  the  lines  divide  there  as  sharply 
as  anywhere.  The  societies  are  not  for  a  single  year, 
but  for  the  whole  course.  Members  are  taken  in  Fresh- 
man year.  They  live  together  from  that  time  on ;  for 
each  of  the  leading  societies  has  now  its  commodious 
dormitory,  where  a  large  part  of  its  members  find  their 
rooms  quite  commonly  for  the  last  two  years  of  the 
course. 

This  society  system  has  two  very  different  results. 
The  societies,  by  bringing  their  men  together  and 
giving  them  common  dormitory  life,  create  just  so  many 
centres  of  Sheff  life,  which  correspond  to  the  common 
campus  life  of  the  Academic  Department.  These  differ- 
ent society  homes  furnish  the  rallying  places  for  the 
graduates  who  return  for  commencements  and  reunions, 
besides  gathering  them  in  at  stated  periods  during  the 
year  in  the  secret  conclaves  of  the  society,  after  the 
fashion  of  the  academic  Senior  societies. 

On  the  other  hand,  it  is  rather  in  the  nature  of  things 
for  a  three-year  society  to  operate  against  strong  class 
spirit.     It  is  not  for  one  not  a  member  of  the  depart- 


ii8  YALE. 

ment  to  say  how  far-reaching  this  effect  is;  but  it  is 
interesting  to  notice  that  two  of  the  strongest  of  the 
Sheff  societies  —  Berzelius,  and  Book  and  Snake  — 
have  recently  moved  on  the  time  for  receiving  Freshman 
members  from  December  of  Freshman  year  to  the  end 
of  the  following  May ;  and  it  is  even  whispered  that  this 
may  not  be  the  latest  move  in  that  direction.  Outsiders 
generally  suppose  that  the  principal  reason  for  this  is 
the  inherent  difficulty  in  selecting  the  right  men  so 
early  in  Freshman  year.  This  fact  has  probably  con- 
siderable weight,  but  not  so  much  as  seems  at  first  to 
be  the  case,  when  it  is  remembered  that  these  socie- 
ties do  not  bind  themselves  to  take  a  certain  number 
more  or  less  at  a  certain  time,  as  do  the  academic 
societies,  but  hold  only  approximately  to  the  fixed 
figures,  and  in  the  case  of  more  than  one  of  them  do 
not  hesitate  to  add  to  their  elections  later  in  the 
course  by  choosing  men  who  belong  to  the  class  of 
later  developments. 

Another  development  in  the  society  life  at  Sheff 
which  will  bear  watching  as  the  social  life  of  the  depart- 
ment grows,  is  the  relation  the  societies  occupy  towards 
the  Faculty  of  the  school,  treated  merely  as  organiza- 
tions who  have  more  or  less  control  of  their  members, 
and  who  have  it  in  their  power  to  influence  strongly  the 
social  standards  of  their  community.  There  seems 
to  be  a  growing  disposition  on  the  part  of  the  Sheff 
Faculty  to  recognize  in  a  quasi-official  way  the  rela- 
tions of  the  society  members  of  their  societies.  It  is 
not  an  altogether  new  development,  but  has  been 
rather  more  noticeable  in  recent  years,  until  it  now 
approaches  the  corresponding  relations  in  the  Academic 
Department. 


St.  Elmo 
Delta  Phi  Society  House 


TAP   DAY   AND   THE   SOCIETY   SYSTEM.      119 

There  is  nothing  hke  Tap  Day  or  Calcium  Light 
Night  in  the  society  hfe  at  Shefif,  and,  on  the  whole,  its 
society  life  outside  of  the  dormitory  feature  is  kept  much 
more  from  the  public  gaze  than  is  the  case  in  the  Aca- 
demic Department.  There  seem  to  be  no  out-of-door 
customs  like  those  sanctioned  by  tradition  in  the  College. 
The  secrecy  is,  however,  more  rigid,  in  the  case  of  most 
of  the  societies,  than  in  any  except  the  Senior  societies 
of  the  Academic  Department. 

The  Scholarship  Society  of  Phi  Beta  Kappa,  whose 
members  are  those  receiving  the  first  grade  of  appoint- 
ments in  the  Academic  Department  in  Junior  and  Senior 
years,  has  lately  assumed  a  social  character  through  the 
acquisition  of  a  room  in  the  basement  of  White  Hall. 
This  room  has  been  very  handsomely  furnished  by 
some  friend  who  withholds  his  name,  and  is  a  very  con- 
venient retreat  at  all  times  for  members  of  the  society, 
for  conversation,  or  reading,  or  study.  The  stated 
meetings  are  now  better  attended. 

In  Shefif,  the  corresponding  organization,  is  the  Yale 
chapter  of  Sigma  Xi,  established  in  1895.  Sigma  Xi 
is  an  organization  of  considerable  power  and  of  no 
little  virility.  Indeed  the  manner  of  its  control  has 
excited  something  more  than  interest  through  the 
School,  and  particularly  among  its  officers.  The  sharp 
difference  of  opinion  is  in  the  drawing  of  the  line  of 
membership  so  as  to  make  it  strictly  "  scientific."  This 
ruling  does  not  exclude  men  of  other  departments  than 
Shefr,  but  does  not  include  all  those  of  highest  stand  in 
Shefif. 


CHAPTER   XV. 

THE   COLLEGE   DEAN. 

"  T    ET'S  go  and  see  the  Dean  about  it."     ' 

i — >  There  is  hardly  an  hour  of  the  day  that  these 
words  do  not  fall  from  the  lips  of  some  one  at  the  New 
Haven  College.  They  express  the  initiative  of  enterprise 
and  the  last  resort  of  effort.  The  sentence  comes  as  the 
impulse  of  the  heart,  and  as  the  conclusion  of  the  head. 
It  is  one  of  the  general  rules  of  life  at  Yale  College. 
It  is  an  instinct  of  the  place;  it  is  taught  by  experience 
on  the  campus.  It  may  be  a  manager  of  organized 
Yale  interests,  an  athletic  captain,  a  "  News  "  chairman, 
a  Glee  Club  director,  or  a  Phi  Beta  Kappa  president, 
who  says  it.  It  may  be  the  humblest  member  of  the 
Yale  community  in  discomfort  or  doubt. 

What  might  be  the  result  if  Yale  did  not  have  a 
Dean,  —  such  a  Dean  as  now  for  fourteen  years  she  has 
had?     I  dread  to  think  of  it. 

On  March  lo,  1898,  Professor  Perrin  delivered  in 
Brooklyn,  at  a  banquet  of  the  Yale  Alumni  Asso- 
ciation of  Long  Island,  an  address  which  told  more 
about  the  institution  of  Yale  than  I  have  ever  read  or 
heard  in  speech,  among  all  the  responses  to  this  common 
theme.  I  do  not  apologize  for  repeating  parts  of  it  here, 
and  perhaps  parts  of  it  elsewhere.  It  is  a  summary  of 
Yale,  in  these  latter  years  of  the  century,  —  of  the 
broader   characteristics    of  the    University.     It  speaks 


THE   COLLEGE   DEAN.  121 

with  a  clear  understanding  and  in  plain  English  of  the 
great  question  of  college  government  in  these  words  : 

"  What  problems  of  government  present  themselves  in  such 
a  community,  such  a  combination  of  college  and  university  ! 
This  combination  you  will  remember  is  set  in  a  small  city 
which  votes  license.  The  student  community  forms  one- 
fortieth  of  the  entire  population  of  the  city.  It  is  put  in  the 
very  heart,  the  '  congested  part '  of  that  city.  Of  course,  then, 
every  ebullition  of  our  folly  thrills  out  from  centre  to  circum- 
ference, and  things  which  would  not  be  noticed  in  a  larger 
city,  and  could  not  happen  in  a  small  town,  are  speedily  noised 
abroad. 

"  But  now,  considering  the  unusual  degree  of  restriction  and 
requirement  which  accompanies  Yale  life,  we  must  plead  fer- 
vently for  the  preservation  of  the  freedom  that  still  remains. 
Such  a  community  cannot  be  governed  by  direct  legislation 
and  punitive  enactments.  It  is  impossible.  It  is  too  large  a 
community  in  the  first  place.  It  is  too  representative  a  com- 
munity. All  shades  of  thought,  all  manners  of  living,  all  ranks 
and  callings  are  here  represented.  It  would  be  folly  to  try  to 
fit  over  this  community  any  system  of  law  in  matters  where 
other  communities  exercise  Christian  liberty.  Such  a  com- 
munity can  be  governed  only  from  within,  by  appeals  to  the 
best  instincts  and  sentiments  of  the  community  itself,  which  is, 
after  all,  an  educated  community.  The  community  must  be 
educated  into  governing  itself 

"  This  has  been  achieved  in  high  degree  by  the  present 
Dean  of  the  College,  and  it  is  his  distinct  contribution  to  the 
growth  of  the  University  as  such.  Whatever  mistakes  in 
government  are  made,  —  and  it  seems  to  many  that  the  puni- 
tive element  is  often  robbed  of  its  due  efficiency,  and  that  the 
sentiment  of  the  community  often  demands  greater  severity 
towards  patent  transgression,  —  these  mistakes  are  in  the  ap- 
plication  of    a  noble   principle,  not  in   the    principle   itself. 


122  YALE. 

Tiiere  must,  after  all,  be  a  large  element  of  freedom  in  any 
healthy  university  life.  Who  can  be  trusted  with  freedom  if 
not  American  youth?  Of  this  healthy  university  freedom  we 
may  be  very  jealous,  especially  when  it  is  under  malicious 
and  mendacious  attack.  It  must  be  one  of  the  priceless 
privileges  of  the  place.  Of  it  we  may  even  speak  with  some- 
thing of  the  ardor  with  which  Lowell  apostrophizes  the  larger 
ideal  of  civil  liberty  :  — 

Her,  our  delight,  our  desire, 

Our  soul's  inextinguishable  star, 

Our  faith,  our  remembrance,  our  hope. 

Our  present,  our  past,  our  to  be. 

Who  shall  mingle  her  life  with  our  dust, 

And  make  us  deserve  to  be  free  ? 

" '  The  atmosphere  of  the  Yale  life  is  light  and  truth/  from 
of  old.     It  must  also  be  an  atmosphere  of  freedom." 

There  is  the  general  outline.  Men  who  have  been 
on  the  campus  in  the  last  ten  years  can  amplify  it  as  they 
will.  As  they  develop  it,  the  central  figure  in  the  pic- 
ture in  their  mind  will  be  the  personality  of  the  Dean  of 
Yale  College.  About  it  will  be  grouped  the  incidents 
of  their  own  lives,  when  they  touched  his;  of  their  own 
large  or  small  experiences. 

It  is  hard  to  do  more  than  to  suggest  that  picture. 
I  cannot  write  of  Yale  without  speaking  of  the  Dean's 
office.  Yet  it  is  for  a  Yale  man  as  though  he  wrote  of 
his  own  hearthstone.  Yale  has  been  called  a  family. 
The  Dean's  office  is  the  hearthstone  of  that  family's  life. 
Like  all  the  best  things  of  any  institution,  of  any  com- 
munity, this  part  of  Yale  has  grown  with  the  place  and 
developed  according  to  its  needs ;  and  the  community 
itself  has  furnished,  for  a  man  to  fill  it,  one  who  has  gone 
through  all  its  best  experiences  and  has  grown  up  as 


THE   COLLEGE   DEAN.  123 

a  part  of  that  institution.  By  that  it  is  not  meant  that 
this  place  or  the  man  who  has  filled  it  are  the  conven- 
tions of  the  College.  The  Deanship  of  Yale  has  been 
the  outcome  of  deep  and  peculiar  needs.  The  Dean  of 
Yale  has  been  a  man  in  the  fore  of  Yale's  develop- 
ment, guided  quite  as  much  by  the  large  possibilities 
of  the  future  as  by  the  safe  precedents  of  the  past. 

It  is  quite  consistent  that  the  Dean's  home —  by  that 
I  mean  the  Dean's  home  for  Yale,  or  one  might  even  say 
Yale's  home  —  is  most  unpretentious  and  simple,  —  a 
modest,  brick  house,  just  across  the  street  from  the 
campus  itself.  The  move  to  these  quarters  was  made 
within  only  a  few  years  from  the  too  crowded  accom- 
modations of  a  dormitory  room.  The  house  before  was 
the  home  of  one  of  the  great  lights  of  Yale,  a  man 
of  simple  and  noble  life,  whose  talents  added  to  his 
university's  fame  in  two  continents. 

And  what  can  we  say  about  that  little  room,  except 
that  the  Dean  is  there  from  ten  to  one  every  day,  and 
that  the  door  is  opening  and  closing  almost  every 
minute  of  those  three  hours  ?  The  best  story  of  that 
office  is  the  story  of  its  inviolable  confidences.  But 
you  can  sit  in  a  chair  and  await  your  turn,  and  hear  a 
good  deal  that  is  interesting,  and  supply  from  your 
own  experience  a  good  deal  more  that  is  much  more 
interesting. 

It  is  five  to  one  that  you  will  not  miss  the  sight  of 
the  usually  blase  Senior,  with  an  impossible  record  of 
marks  and  cuts,  seeking  some  privilege  utterly  outside 
the  pale  of  statute  possibilities.  He  may  secure  it  or 
he  may  not.  It  will  all  depend  upon  the  conditions 
of  his  case,  which  you  and  I  do  not  know.  Perhaps 
his  confessor  alone  knows  it.      There  is  many  a  man 


124  YALE. 

whose  real  self  is  discovered  by  the  Dean  before  he 
himself  has  any  definite  knowledge  on  the  subject 
I  hear  a  man  speak  of  "  fooling  the  Dean,"  and  I  laugh 
at  the  ludicrous  suggestion.  It  may  be  that,  following 
out  a  tradition  which  obtains  with  feeble  minds,  that 
man  has  been  allowed  to  go  from  the  office  thinking 
that  he  has  misled  this  wise  observer,  before  whose 
discriminating  eye  thousands  of  Yale  men  have  passed. 
Some  day  he  will  undeceive  himself 

"  The  Dean  is  too  easy,"  say  some  men.  It  may  be 
—  I  do  not  know.  I  do  know  that  he  is  always  reaching 
for  the  truest,  strongest  side  of  the  man,  and  that  it 
responds  to  his  touch  more  than  to  almost  any  other 
influence  in  this  place ;  that  many  men,  who  seem  to 
impose  most  abominably  upon  what  has  been  called 
his  "  weak  good-nature,"  have  offered,  in  evidence  of 
his  clearer  vision,  and  as  "  fruits  meet  for  repentance," 
after  lives  of  manly  force,  of  usefulness,  of  charitable 
helpfulness,  which  seem  to  have  bended  toward  their 
better  ends  when  they  first  felt  that  at  least  one  man 
of  clear  head  and  great  heart  trusted  them. 

You  do  not  see  all,  sitting  there  in  the  office,  —  all 
that  makes  it  possible  for  one  to  write  this  confidently. 
The  most  important  business  of  that  office  is  not  con- 
ducted in  the  public  reception  room.  But  you  can  see 
a  good  deal  there.  The  football  captain  has  come  in. 
Thornton,  a  good  fellow,  and  superb  full-back,  is  hope- 
lessly footless,  —  the  captain  does  not  hesitate  to  use 
the  expressive  vernacular  in  the  Dean's  house, — on  the 
verge  of  suspension,  and  on  the  danger-line  of  scholar- 
ship. Can't  the  Dean  do  something  with  him?  Cap- 
tain and  coach  and  classmates  struggle  in  vain.  The 
Dean  will  see  about  it.     No  deposition  sets  forth  just 


THE  COLLEGE   DEAN.  125 

what  the  Dean  did,  but  if  that  man  is  not  on  the  safe 
side  of  2.25  on  November  20,  he  probably  is  not  of 
the  right  kind  of  stuff  for  a  football  team  anyway. 

There  comes  the  "  News  "  chairman.  The  Freshmen 
want  to  elect  a  Fence  orator.  The  class  has  been 
abominably  reckless,  conspicuous  for  repetition  of  the 
worst  mistakes  of  their  predecessors.  The  Faculty  are 
holding  over  their  heads  one  of  the  worst  penalties 
known  at  Yale,  — cutting  out  from  their  experience 
as  a  class  this  cherished  and  peculiar  custom.  The 
"  News  "  chairman  must  secure  permission  for  a  meet- 
ing before  they  can  have  one,  and  must  open  it  for 
them.  They  have  asked  him  to  do  what  he  can  for 
them,  and  of  course  he  has  gone  right  to  the  Dean. 

In  the  mean  while,  three  or  four  members  of  the 
Faculty  —  well-known  faces,  familiar  names  —  have 
come  and  gone.  Theirs  may  have  been  routine  busi- 
ness, or  a  consultation  over  some  knotty  case  of  dis- 
cipline. It  is  not  improbable  that  they  have  come  to 
the  Dean's  office  hoping  for  a  suggestion  from  him, 
which  will  be  their  decision.  He  will  not  take  the 
responsibility  if  he  does  not  think  it  belongs  to  him. 

And  when  the  head  of  the  Department  of  Philosophy 
has  left,  the  Junior  has  his  turn,  for  advice  about  a 
room.  He  can  afford  ^3.00,  but  he  can't  afford  $3.50. 
Where  ought  he  to  go?  Can  the  Dean  tell  him  of 
some  one  whom  he  can  get  to  room  with  him  ?  The 
Senior,  near  his  graduation,  follows.  He  is  uncertain 
of  his  future  course.  His  mind  is  bent  thus  and  so. 
Would  he  better  study  here,  and  if  so  is  there  a  chance 
for  a  scholarship  ?  What  would  the  Dean  think  of 
teaching  for  a  year  ? 

Some   graduate    follows   him.     The   morning's   mail 


126  YALE. 

had  brought  news  that  the  family  of  one  of  the  bene- 
factors of  the  University  intended  to  be  present  at 
Commencement.  This  man  graduated  in  such  and 
such  a  class.  Those  of  his  classmates  who  are  at 
New  Haven  ought  to  make  his  visit  as  pleasant  and 
attractive  as  possible,  and  for  his  family.  He  did  well 
for  Yale.  The  Dean  states  the  circumstances  to  this 
graduate,  whom  he  had  summoned,  and  that  is  all  that 
is  necessary. 

And  in  the  mean  while,  a  multitude  of  applicants, 
supplicants,  defendants,  plaintiffs,  and  those  seeking 
only  information,  have  come  and  gone,  having  done 
their  business  with  the  Dean's  first  lieutenant,  the  Reg- 
istrar. The  position  was  created  a  few  years  ago,  and  a 
recent  graduate  of  the  College,  of  maturity  and  good 
judgment,  was  chosen  to  fill  it.  Mr.  Merritt's  depart- 
ment handles  the  detail  of  the  administration  of  the 
College,  while  the  Registrar  himself  relieves  the  Dean 
of  not  a  little  of  his  personal  labors.  He  handles  the 
cases  in  a  spirit  quite  in  key  with  the  traditions  and 
standards  of  the  office.  That  room  is  a  very  important 
place  in  Yale  College,  and  the  time  may  not  be  distant 
when  it  will  yet  more  directly  and  powerfully,  in  the 
same  spirit  and  under  the  same  control,  act  upon  the 
forces  of  the  college  life.  But  there  has  yet  been  given 
only  the  most  imperfect  suggestion  of  the  Dean's  work 
and  ways.     A  recent  example  of  them  comes  to  mind. 

Army  blue  was  not  uncommon  at  New  Haven  in 
the  spring  and  summer  of  1898.  You  remember  how 
Yale  answered  the  call  to  arms.  Those  boys  attended 
to  business  at  Niantic,  but  when  something  necessary 
allowed  them  leave  of  absence,  of  course  they  were  at 
New  Haven  first.     And  if  they  were  in  the  Academic 


Professor  Henry  P.  Wright 

Dean  of  the  Academic  Faculty 


THE   COLLEGE   DEAN.  127 

Department,  and  went  back  to  camp  without  five  min- 
utes' talk  with  Dean  Wright,  it  was  because  they  could 
not  find  him.  Nothing  ever  showed  the  feeling  of  that 
man  for  those  who  came  under  him,  and  who  were 
worthy  of  that  feeling,  more  than  his  regard  for  the 
Yale  Volunteers.  I  often  talked  with  him  about  them, 
and,  well  as  I  knew  the  Dean,  it  was  a  revelation  to 
me  to  see  how  constantly  they  were  in  his  mind,  and 
how  close  they  were  to  his  heart. 

I  have  practically  never  found  Professor  Wright  alone, 
—  unless  I  boldly  invaded  his  home,  when  one  of  those 
cases  had  come  up  where  one  simply  must  see  the 
Dean,  no  matter  where  you  disturb  him.  I  do  not  see 
how  he  corresponds ;  but  he  does  write  letters,  and 
while  all  the  tents  at  the  State  camp  at  Niantic  were 
leaking  and  the  sun  was  not  seen  for  a  week,  and 
equipment  did  not  come  from  Washington,  and  the  feel- 
ing grew  that  the  War  Department  did  not  care  what 
became  of  Light  Battery  A,  there  was  one  thing  that 
kept  up  spirits  and  good  heart.  In  some  way  or  other 
messages  came  again  and  again  from  New  Haven  and 
Dean  Wright  to  this  man  or  that,  and  the  letter  went 
the  rounds,  and  the  boys  knew  that  Yale's  heart  was 
beating  for  them.  Upper  classmen  who  had  exhausted 
all  cuts  and  marks,  as  is  usual  at  that  time  of  the  year, 
used  to  come  to  the  Dean  with  some  stories  or  argu- 
ments for  the  special  privilege  of  a  trip  to  Niantic. 
They  thought  it  would  do  them  good ;  they  had  some 
special  business  to  conduct  with  some  man  in  the 
Battery,  et  cetera,  et  cetera.  They  were  seldom  al- 
lowed to  finish  their  explanations.  The  Dean  would 
break  in  with :  "  Well,  go  on.  Go  for  a  day,  —  take 
two  days  if  you  can.    Cheer  them  up.    Make  it  pleasant 


128  VALE. 

for  them.  Those  boys  are  giving  up  a  good  deal  more 
than  you  or  I  reahze,  and  vvc  don't  know  what  is  ahead 
for  them.  You  can't  make  a  mistake."  The  Dean 
wore  army  bkie  thirty-five  years  ago. 

Before  this  book  has  gone  through  the  press  the 
splendors  of  peace  have  again  been  flung  over  this 
great  land.  But  if  Light  Battery  A  had  early  received 
the  orders  for  which  its  young  hearts  yearned,  and  had 
the  final  word  been  given  which  meant  that  Yale's  best 
blood  should  flow,  hardly  one  heart,  outside  of  these 
boys'  own  homes,  would  have  been  heavier  than  that 
of  their  College  officer,  whose  chief  business,  according 
to  the  technical  constitution  of  things,  had  been  to  keep 
them  within  the  statutes  of  this  peculiar  community, 
and  to  inflict  the  penalties  for  their  transgressions. 

This  may  be  saying  more  than  one  should  say  of  a 
man  of  the  present.  But  I  could  not  have  written  this 
part  of  the  book  without  saying  as  little  as  this.  Some 
day  there  will  be  more  to  write,  and  it  will  be  better 
written. 


CHAPTER   XVI. 

YALE   ORGANIZATION. 

CARDS  had  been  sent  out  on  twenty-four  hours' 
notice  for  a  meeting  of  the  Jingo  Club,  and  on 
a  Tuesday  night  of  early  May  a  roomful  of  the  younger 
instructors  and  some  of  the  graduate  students  had  rein- 
forced themselves  with  war  spirit,  in  one  of  the  cosey 
attic  chambers  of  the  Physiological  Laboratory,  the  old 
Sheffield  homestead.  The  Jingo  Club  had  not  named 
itself  in  obedience  to  an  academic  sense  of  humor. 
The  country  faced  a  foreign  foe.  These  young  Yale 
instructors  and  students  were  warm-blooded  Americans. 
They  felt  their  pulses  beating  a  little  faster,  and  were 
aware,  at  the  sight  of  their  country's  flag,  of  a  feeling 
which  most  of  them  had  never  experienced  before. 
They  wanted  to  get  together  and  talk  it  all  over. 

That  they  did,  and  with  great  thoroughness.  They 
had  no  idea  of  doing  anything  particular.  There  was 
at  first  thought  apparently  nothing  for  them  to  do 
beyond  thus  getting  together,  in  which  they  were  simply 
following  out  what  you  might  call  a  Yale  instinct. 

The  next  day,  as  I  left  my  house  for  the  office,  I  met 
Henderson.  He  was  looking  for  the  editors  of  the  Yale 
papers,  graduate  and  undergraduate,  —  the  Jingo  Club 
had  sent  him.  They  sent  him  with  the  message  that 
Yale  ought  to  be  doing  something.  Two  or  three  days 
before,  the  Government  had  gathered  into  its  Navy  one 

9 


I30  YALE. 

of  the  fleetest  of  trans-Atlantic  liners,  and  it  had  been 
decided  to  rub  out  the  name  Paris  and  put  on  the 
name  Yale.  The  Jingo  Club  had  been  talking  about 
that  little  incident,  quite  unique  in  naval  nomenclature. 
The  compliment  pleased  them.  They  rated  it  an  ex- 
traordinary honor  that  the  Government  had  made  an 
exception  to  ordinary  rules,  and  had  given  the  name  of 
a  university,  as  though  it  were  a  part  of  the  nation,  to 
one  of  its  fighting  vessels.  Henderson  had  said  at  the 
meeting  that  Yale  ought  not  to  waste  any  time  in  say- 
ing "  thank  you "  in  just  as  handsome  a  way  as  she 
could.  The  Jingoes  told  Henderson  to  ask  Yale  to 
say  so. 

When  he  came  to  the  editor  of  the  "  Nev/s,"  he  found 
this  custodian  of  the  general  interests  of  the  campus 
world  already  planning  something,  and  willing  to  do 
much  more.  He  found  that  the  Yale  graduate  paper 
had  been  asking  for  suggestions  as  to  what  the  Univer- 
sity men  should  do,  and  was  also  ready  to  obey  orders. 
When  these  three  had  made  rough  plans,  they  found 
that  some  Yale  men,  less  than  one  hundred  miles  away, 
had  already  been  thinking  of  the  same  things  and  had 
already  made  an  offer  to  the  Navy.  And  when  the  men 
in  New  Haven  and  the  men  in  New  York  met  and  talked 
it  over,  they  decided  that  all  of  the  University's  sons 
were  ready  to  claim  an  interest  in  this  boat  which  bore 
the  name  they  loved  so  well,  and  were  ready  to  pay  for 
their  stock,  too. 

It  is  a  part  of  recent  history  —  a  very  modest  little 
chapter  in  the  stirring  story  of  the  spring  and  summer 
of  ninety-eight  —  how  this  was  all  carried  out;  how  it 
was  decided  to  ask  Yale  men  to  give  five  or  six  thousand 
dollars  by  way  of  practical  indorsement  and  acknowl- 


YALE   ORGANIZATION.  131 

edgment  of  their  country's  act,  adding  perhaps  a  little 
to  the  service  which  their  boat  might  render.  And  it  is 
quite  well  enough  known  how  the  sons  of  the  New 
Haven  University,  whether  they  lived  in  Maine  or  in 
the  Hawaiian  Islands,  had  only  to  be  told  that  here  was 
an  opportunity  to  take  a  little  part  in  the  name  of  Yale 
in  the  work  their  country  had  to  do,  and  then,  how 
soon  they  had  to  be  told  that  they  could  keep  their 
money  for  something  else,  —  that  the  sum  was  all  gath- 
ered, and  half  again  as  much  as  was  asked  for  was  at 
hand,  with  nothing  in  sight  to  spend  it  for. 

To  organize  is,  of  course,  to  obey  an  instinct  of  the 
age.  Graduates  of  all  colleges  are  unusually  ready  to 
obey  that  instinct.  But  it  is  a  fact  that  Yale  men 
are  considered  peculiar  among  all  their  fellows  of  other 
colleges  and  universities  in  their  very  thorough  way 
of  answering  this  instinct.  The  organization  of  grad- 
uate Yale  is  accomplished  in  all  parts  of  the  Republic, 
and  often  under  circumstances  which  are  most  adverse. 
When  one  remembers  that  these  associations  have 
never  any  more  definite  purpose  than  merely  to  get 
men  together  once  a  year  or  oftener,  according  to  the 
possibilities  of  their  environment, — to  sing  together, 
to  talk  it  all  over  once  more,  —  the  extent  of  this  or- 
ganization is  not  without  significance. 

There  are  sparsely  settled  States  in  the  West,  with 
perhaps  threescore  graduates,  all  told,  within  their 
confines.  From  a  third  to  one  half  of  these  men  will 
meet  at  an  alumni  dinner  at  least  once  a  year.  They 
think  little  of  going  one  hundred  and  fifty  to  two  hun- 
dred miles  for  such  a  reunion.  Colorado,  California,  and 
Indiana  furnish  examples  of  this  sort  of  alumni  organi- 
zation.    Not   less  than    thirty-five    of    these    different 


132  YALE. 

groups  of  the  graduates  of  Yale  maintain  an  organi- 
zation, and  effect  reunions  of  substantial  size  and  the 
most  intense  interest  to  those  who  attend.  Probably- 
half  of  them  arrange  their  meetings  twice  to  three  or 
four  times  in  the  course  of  a  year. 

This  spirit  of  close  organization  is  on  the  increase 
rather  than  on  the  decline,  as  the  University  grows 
with  the  growing  country.  Graduates  are  gathering 
in  closer  to  each  other  rather  than  being  more  scat- 
tered. While  this  fact  has  been  clear  to  those  who 
have  watched  the  University  closely,  it  is  not  an  exag- 
geration to  add  that  Yale's  answer  to  the  call  for 
money  for  gifts  to  the  cruiser  was  a  very  genuine 
revelation  of  the  strength  of  this  organization,  and  of 
the  common  tie  to  the  fostering  mother.  Members  of 
the  committee  who  raised  that  money  say  that  they 
would  only  have  had  to  keep  quiet  and  not  discourage 
contributions,  to  make  the  sum  that  was  offered  them 
twice  what  they  asked  for ;  and  that  if  they  had  been 
given  the  word  that  it  would  be  much  appreciated  at 
Washington,  if  Yale  men  could  find  it  possible  to  place 
a  battery  of  eight  or  ten  4-inch  rapid  fire  guns  upon  the 
cruiser,  it  would  have  been  not  at  all  a  difficult  matter 
to  have  raised  fifty  thousand  dollars  for  such  an  object 
in  the  space  of  a  very  few  weeks. 

To  be  sure,  there  was  the  added  instinct  of  patriotism 
freshly  aroused  and  intensely  strong  at  the  time  among 
nearly  all  Yale  men.  Right  from  their  campus  they 
offered  a  full  battery —  173  strong  —  of  the  best  blood 
of  undergraduate  Yale,  and  insisted,  when  this  offer 
was  refused,  on  placing  in  the  ranks,  in  one  company 
or  another,  more  than  a  hundred  splendid  young 
fellows.    As  to  the  graduates,  those  who  looked  through 


YALE   ORGANIZATION.  133 

such  records  as  could  be  gathered  by  Yale's  graduate 
paper,  found  that  out  of  the  six  or  seven  thousand 
Yale  graduates  fit  for  service  by  age,  —  men  all  in  busy 
life,  under  responsibility,  and  bound  as  close  as  any  by 
every  tie  that  makes  home-leaving  hard,  —  upwards  of 
three  hundred  shouldered  their  guns.  That  was  much 
higher  than  the  usual  percentage  through  the  country. 

Yes,  the  Yale  man  wanted  to  do  everything,  just  as 
every  good  American  did,  to  bring  his  country  glori- 
ously through  its  struggle;  to  end  the  time  of  war 
and  bring  back  the  days  of  peace.  But  this  Cruiser 
Yale  work  was  all  a  Yale  sentiment.  The  Government 
was  not  to  send  this  splendid  vessel  on  her  lonely  work 
as  scout  without  armament.  Yale  asked  only  to  pay 
for  the  guns,  and  Yale  men  were  willing  enough  to  pay 
all  that  was  necessary,  just  to  know  that  a  part  of  what 
the  Yale  was  to  do  her  work  with  was  given  by  Yale. 
The  quick  overwhelming  way  in  which  they  did  it 
shows  how  close  they  keep  to  the  place. 


R 


CHAPTER  XVII. 

A   REUNION. 

EPUTABLE  men  never  make  a  more  disreputable 
appearance  than  at  a  Class  reunion.  Their 
exercises  are  conducted  under  the  favorable  circum- 
stances of  a  sympathetic  and  understanding  environ- 
ment. Most  of  the  people  who  see  them  appreciate 
the  motive  and  the  spirit  of  their  abandon.  A  few 
don't  appreciate  it.  By  this  fact  is  understood  the 
waggings  of  the  tongues  of  local  gossips  in  remote 
and  quiet  settlements;  the  disappointment  over  the 
dashing  of  an  ideal.  But  let  us  not  be  concerned  with 
the  large  crimes  of  slander,  and  the  horrid  uncharit- 
ableness  of  men  —  and  women.  We  are  going  to  a 
triennial   at  Yale. 

The  formal  exercises  are  all  set  for  Tuesday  of  Com- 
mencement week.  If  you  want  all  of  triennial  you 
must  get  there  by  the  Saturday  before.  The  skirmish 
line  of  the  class  prospects  the  city  at  that  time.  These 
men  drop  into  town  in  companies  of  two  and  three. 
They  are  investigating  the  conditions,  and  they  will 
be  ready  on  Tuesday  to  report  to  the  main  army  under 
what  terms  the  metropolis  of  Connecticut  is  willing 
to  capitulate. 

These  early  comers  have  sailed  the  stormy  sea  of 
life  for  all  of  three  years.  They  have  begun  to  learn 
something  of  the  value  of  the  minor  coins  of  the  Re- 
public —  something   of  the    necessity   of  treating   the 


Class  Day  Harvard-Yale  Ball  Game 


Commencement  Day  Procession 


A  REUNION. 


135 


intangible  asset  of  credit  with  some  caution.  Some  of 
them  are  now  earning  ten  dollars  a  week  mayhap,  but 
at  home  they  ride  trolleys  and  bicycles  like  the  rest 
of  us  plain  folk,  even  immediately  after  monthly  settle- 
ments. But  they  have  reached  the  old  station  in  New 
Haven,  and  one  of  the  chief  impressions  of  the  days 
they  spent  there,  alas  and  alack !  was  to  make  immedi- 
ate, unsparing  use  of  any  present  resources.  The 
instinct  of  the  undergraduate  is  to  live  so  thoroughly 
in  the  present  as  not  to  allow  any  part  of  it  to  escape 
into  the  future.  "  Can't  we  get  up  a  dollar  in  the  crowd 
and  ride  up  ?  "  —  that  was  the  old  way.  Nov/  these 
men  are  back  with  several  dollars  in  their  pockets.  Of 
course  they  will  "  ride  up,"  and  fight  for  the  privilege 
of  paying  the  hackman,  some  well-remembered  minister 
of  former  days,  who  perhaps  floated  their  paper  then, 
and  looks  for  rich  interest  now. 

They  hurry  to  their  quarters,  by  which  is  meant  the 
place  where  they  spend  the  few  hours  devoted  to  sleep 
the  next  week.  It  may  be  in  one  of  the  Divinity  Halls 
or  the  Graduates'  Club.  They  cannot  get  there  soon 
enough  to  suit  their  desire  to  shake  off,  at  the  earliest 
opportunity,  the  conventional  habiliments  of  civilized 
society.  The  common  law  of  the  campus  in  summer 
is  to  keep  cool,  and  no  one  is  very  particular  about 
methods.  Waistcoats  are  an  abomination.  White 
ducks  are  the  favorite  for  trousers,  and  the  thinnest 
madras  or  cheviot  is  the  general  rule  for  the  shirt. 
If  the  man  is  wealthy  enough  to  support  a  blazer  or 
a  golf  coat,  he  will  wear  it.  He  may,  under  great 
provocation,  appear  coatless.  There  is  a  fairly  regular 
resort  to  the  laundry  for  the  care  of  this  costume,  but 
the  academic  mind  is  not  pernickety,  and  this  moderate 


136  YALE. 

approach  to  godliness  is  not  observed  in  the  care  of 
headgear.  Antiquity,  and  the  evidences  of  long  and 
careless  usage,  are  the  particular  attributes  of  the  col- 
lege hat  in  New  Haven  in  these  latter  years.  In  winter 
it  is  a  slouch  that  may  have  been  a  light  gray  origi- 
nally, and  probably  had  a  band  when  it  came  out  of 
the  factory ;  but  the  origin  of  its  color  and  its  equip- 
ment must  be  put  down  as  obscure  and  impossible  to 
trace.  If  men  are  going  to  triennial,  they  are  getting 
back  to  college  as  quickly  as  they  can,  and  so  these 
things  at  once  become  part  of  their  attire,  as  far  as 
they  are  able  to  gather  them  from  the  wrecks  of  the 
past,  or  their  imitations  in  the  student  shops  of  the 
present. 

But  if  they  have  not  those  disreputable  old  hats, 
they  can  devise  something  for  the  occasion.  A  white 
canvas,  at  perhaps  a  cost  of  twenty-five  cents,  may  be 
the  fashion,  as  a  year  ago.  If  these  are  on  all  the 
class,  it  will  present,  at  the  beginning  of  the  ceremonies, 
a  very  neat  and  impressive  appearance.  At  times  they 
lay  aside  the  stiff  straws  of  style  for  hayfield  broad- 
brims. This  rustic  touch  makes  subsequent  proceedings 
all  the  more  anomalous. 

By  Sunday  a  goodly  number  of  triennial  men  will 
have  found  each  other.  This  discovery  does  not  always 
take  place  in  the  chapel.  The  returning  graduate  is 
almost  unduly  impressed  with  the  limited  accommoda- 
tions of  even  the  enlarged  house  of  worship  on  the 
campus.  Baccalaureate  is  for  the  graduating  class, 
and  for  its  fathers  and  mothers,  aunts  and  uncles, 
brothers  and  sisters,  and  other  people's  sisters.  They 
need  all  the  room  there  is.  It  is  very  warm,  and  it  is 
uncharitable  to  crowd  them.     But  Sunday  is  unevent- 


A  REUNION.  137 

ful.  The  early  ones  are  just  doing  what  any  one  does 
when  he  comes  back  to  New  Haven,  —  looking  over 
the  place  again,  visiting  old  friends,  calling  on  the 
Dean,  or  taking  a  trip  to  the  shore.  They  have  not 
thoroughly  assumed  their  character  as  members  of  the 
Triennial  Class. 

By  Monday  they  become  considerably  more  formid- 
able in  number,  and  begin  to  realize  their  particular 
assignment.  By  Monday  night  the  situation  is  fore- 
boding, perhaps  critical.  What  they  have  then  is 
generally  called  a  little  game.  Game  is  a  word  ap- 
propriated by  the  college  vernacular  for  that  which 
nothing  in  the  President's  English  seems  quite  to  fit. 
The  generally  unerring  sense  of  slang,  particularly  of 
college  slang,  is  not  quite  so  apparent  here.  The 
underlying  sense  of  having  a  good  time,  in  any  game, 
is  about  all  that  justifies  the  appropriation.  There  arc 
all  kinds  of  games.  The  word  means  neither  studied 
sobriety  of  demeanor  and  refreshment,  nor  does  it 
mean  any  extravagant  outbreak.  Two  or  three  may 
be  in  a  game,  or  half  a  hundred,  if  there  is  room 
enough.  A  game  is  generally  an  impromptu  aff"air. 
The  whole  company  may  be  of  the  sternest  type  of 
cold-water  ethics.  It  may  be  quite  the  contrary;  or 
a  combination  of  both.  When  men  have  a  game  at 
triennial  they  simply  get  out  of  the  ruts  and  rules  of 
ordinary  life  and  back  to  the  naturalness  of  the  older 
days  they  spent  in  New  Haven.  They  may  open 
nothing  with  corkscrews,  but  they  will  open  up  them- 
selves and  be  their  old  selves  and  their  real  selves. 
They  will  begin  to  breathe  it  all  in  again,  —  that  unre- 
strained, healthy,  careless  spirit  of  campus  days.  They 
feel  themselves  changing  back  again  to  the  character 


138  YALE. 

which   they   supposed   they   had    lost,   but   which  was 
only  dormant. 

The  greater  game  will  separate,  before  the  evening 
is  over,  into  smaller  games.  There  is  where  this 
reforming  process  goes  on  still  faster.  Men  speak 
right  to  each  other.  The  cautious  reserve  slowly  dis- 
appears. The  distrust,  bred  of  bargaining,  vanishes. 
The  better  side  of  the  men,  the  more  natural  side,  the 
old  college-day  side,  is  again  in  their  eye.  They  are 
ready  with  the  same  old  extravagant  eulogy.  They  may 
not  be  quite  so  ready  with  the  same  old  extravagant 
condemnation.  Professor  Beers  sighs  for  the  "  uncon- 
sidering,  unhesitating  scorn  or  enthusiasm  of  our  college 
days,  when  every  one  was  either  a  perfectly  bully  fellow 
or  else  a  beastly  pill."  I  think  that  when  men  come 
back  to  triennial,  though  it  may  take  them  time  to 
unlearn  the  reserve  which  the  sterner  duties  of  life  have 
already  begun  to  force  into  them,  it  is  also  true  that 
they  show  the  better  side  of  what  the  training  of  their 
life  off  the  campus  has  been, — less  of  a  readiness  to 
convict  for  unpardonable  sins.  With  this  temperate 
charitableness,  the  returning  enthusiasm  of  approval 
makes  a  rejuvenating  combination.  It  makes  a  spiritual 
tonic  out  of  the  reunion. 

The  man  who  runs  the  business  meeting  of  the  class, 
the  Triennial  Class,  must  be  a  Thomas  Brackett  Reed, 
unless  he  wishes  to  transform  the  business  meeting  into 
another  number  on  the  gayer  part  of  the  program. 
These  men  are  back  for  the  fun  of  life.  It  was  a  part 
of  their  college  education  to  get  the  fun  out  of  every- 
thing that  went  by.  When  they  have  been  out  of 
college  ten  to  forty  years,  they  may  take  a  fairly  con- 
servative view  of  business  meetings.  It  is  different  in 
these  earlier  reunions. 


^ 


>=•     rN 


A   REUNION.  139 

You  have  probably  seen  the  rest,  —  the  triennial 
march  to  the  baseball  game  in  the  afternoon;  the 
peculiar  evolutions  on  the  Field  before  taking  a  seat; 
wild  dances  on  the  steps  of  Osborn  Hall  and  up  and 
down  Chapel  Street.  What  a  ridiculous,  crazy  set  of 
men  they  are !  It  is  n't  only  at  triennial,  when  they  are 
boys,  but  at  sexennial  or  decennial  as  well,  or  even  in 
later  years. 

Perhaps  you  have  heard  of  triennial  dinners  breaking 
up  after  the  fourth  or  fifth  course,  with  no  chance  for 
speeches.  You  have  seen  the  procession  come  back 
to  the  campus  handling  cannon  crackers  as  though 
they  were  snowballs;  firing  Roman  candles  into  the 
crowd  or  the  windows  of  the  New  Haven  House  just 
for  the  fun  of  it ;  dressed  in  most  negligee  attire,  — 
coats  off"  or  linen  dusters  on,  and  some  individuals  with 
paraphernalia  of  their  own.  At  triennial  our  class 
could  not  get  through  more  than  one  of  the  eight  or 
ten  speeches  which  were  scheduled,  and  the  attempt 
to  render  that  was  like  a  competition  with  a  13-inch 
gun,  —  nobody  heard  it,  and  the  man  lost  his  voice  for 
a  week.  Dinner  was  hardly  begun  before  everybody 
was  up  and  waltzing  around  the  tables,  making  Omega 
Lambda  Chi  processions.  There  were  not  many  things 
thrown,  and  I  do  not  recall  that  any  one  walked  up  and 
down  the  table ;  but  if  one  could  have  introduced  into 
the  gallery  of  that  hall  a  calm,  judicious  spectator, 
who  had  lived  in  anything  but  a  university  town  all 
his  life,  he  would  have  said,  when  the  evening  was 
over,  that  he  had  just  been  given  a  revelation  of  the 
ways  of  young  America  which  sadly  weakened  all 
foundation  for   a  reasonable  optimism. 

This  is  told  simply  to  allow  me  to  add  this :   That  it 


I40  YALE. 

is  no  more  possible  or  reasonable  to  trace  to  alcohol  the 
unclassified  phenomena  of  those  meetings  than  to 
ascribe  to  artificial  stimulation  the  antics  of  a  well-bred 
hunting  dog  treated  to  the  first  sight  of  a  gun  in  the 
fall,  after  a  summer  in  a  kennel.  The  men  who  made 
the  most  noise,  who  traced  the  most  remarkable  curves 
in  the  march  up  and  down  Chapel  Street,  who  were  seen 
with  champagne  bottles  in  their  pockets,  were  quite  as 
likely  as  otherwise  to  be  those  who  made  total  absti- 
nence a  principle.  I  remember  one  man  returning  to 
his  home  after  that  incident,  to  meet  the  report  that  he 
was  disgracefully  drunk  on  the  streets  of  New  Haven 
in  Commencement  Week.  He  was  one  of  the  most 
ardent  of  triennialists,  but  to  the  personal  knowledge  of 
the  writer,  his  indulgence  in  artificial  stimulant  at  that 
time  consisted  of  one  swallow  from  the  loving  cup  as 
it  went  around  for  the  Class,  and  another  as  it  went 
around  for  the  Class  boy. 

These  reunions  are  not  quite  the  uproarious  affairs 
that  they  once  were.  They  are  becoming  somewhat 
more  moderate  year  by  year.  New  Haven  and  the 
University  are  getting  too  large.  The  cannon  cracker 
and  the  sky  rocket  are  not  quite  so  much  in  evidence. 
Men  do  not  so  often  hire  a  band  to  play  all  the  evening, 
and  then  drive  them  home  as  soon  as  supper  is  over  by 
putting  crackers  down  the  end  of  the  horns.  But  I 
doubt  very  much  if  any  of  us  shall  live  to  see  reunions 
of  the  earlier  years  after  graduation  that  do  not  give  the 
impression,  to  one  who  does  not  know  the  feelings  of 
the  returning  graduate,  of  boisterous  and  uncontrolled 
revelry,  with  alcohol  as  the  main  excitement ;  and  this 
would  be  true  though  effective  prohibition  had  become 
universal. 


CHAPTER   XVIII. 

THE   GRADUATE   AND   THE   UNIVERSITY. 

THE  old  graduate  —  he  is  always  called  "  old  "  — 
has  had  many  more  apologists  than  he  has  asked 
for.  It  is  customary  in  much  of  the  writing  on  such  a 
place  as  Yale,  to  make  a  feature,  in  any  description  of 
an  improvement  or  development,  of  a  little  reasoning 
with  the  graduate,  who  is  represented  at  the  outset  as 
"  kicking  "  about  it  because  there  is  a  change.  The  grad- 
uate is  not  necessarily  a  fool,  and  the  Yale  graduate  is 
one  of  the  last  men  to  ask  the  world  to  stand  still. 
Rather  than  to  describe  him  as  consistently  opposed  to 
change,  it  is  more  to  the  point  to  mention  his  unshak- 
able faith  in  the  wisdom  of  any  course,  no  matter  how 
much  change  it  involves.  That  is  the  characteristic  of 
nine  out  of  ten  of  the  wide-awake  alumni  of  Yale.  They 
have  pushed  in  on  the  College  from  time  to  time,  asking 
for  certain  things,  and  at  present,  knowing  more  of  its 
affairs  than  before,  they  more  frequently  inquire  and 
comment ;   but  still  rarely  criticise. 

Back  in  1869,  when  Commencement  came  towards 
the  end  of  July,  the  Associated  Alumni  of  Yale,  as  they 
were  then  called,  appointed  Professor  Noah  Porter,  who 
became  soon  after  President,  the  Hon.  William  M. 
Evarts,  Dr.  Charles  J.  Stillc  of  Philadelphia,  and  Pro- 
fessor Franklin  W.  Fisk  of  Chicago,  as  a  committee  to 
report  on  the  advisability  of  a  change  in  the  charter  of 
Yale  which  would  allow  strictly  alumni  representatives 


142  YALE. 

in  the  Corporation.  As  a  result  of  this  agitation  the 
places  taken  by  six  State  senators  on  the  Yale  Corpora- 
tion were  given  to  the  alumni.  There  have  been 
sturdy  enough  Yale  men  in  these  places  since  that  time, 
and  they  have  taken  very  active  part  in  the  delibera- 
tions of  Corporation  meetings.  But  it  is  a  matter  of 
some  question  just  how  much  effect  they  have  had 
upon  the  government  of  the  College,  which  is  even  to 
this  day  practically  a  one-man  government,  the  Corpo- 
ration quite  invariably  authorizing  any  step  which  the 
Administration  takes. 

The  alumni  are  generally  content  with  v;hat  is  done, 
and  whether  they  have  or  have  not  particular  faith  in 
their  representatives  in  the  council,  they  think  that  noth- 
ing bad  can  result.  This  easily  satisfied  condition  was 
not  exactly  what  was  aimed  at,  and,  indeed,  this  com- 
mittee, in  making  a  report  on  the  change,  concerning 
whose  advisability  they  refused  to  commit  themselves, 
made  the  principal  point  in  their  recommendation  that 
no  such  plan  as  this  was  in  itself  at  all  sufficient  for  the 
proper  co-operation  of  the  graduates  with  the  govern- 
ment of  the  College.  The  following  paragraph  from 
their  report  sufficiently  indicates  their  attitude  in  this 
matter :  — 

"  The  necessity  is  imperative  that  the  Associated 
Alumni  who  meet  at  the  annual  Commencement,  the 
several  local  associations  which  are  organized  at  the 
great  centres  of  population,  the  several  classes  who  are 
united  with  the  common  mother  by  the  strong  ties 
which  bind  their  members  to  one  another,  should  want, 
and  should  devise  and  execute  measures  by  which  to 
receive  and  diffuse  information  in  respect  to  the  wishes 
and    wants   of    the    College;    by   which    they   can   be 


THE  GRADUATE  AND  THE  UNIVERSITY.     143 

brought  into  active  sympathy  with  the  Faculty  and  the 
Corporation ;  by  which  they  can  diffuse  a  general  sense 
of  responsibility  for  the  progress  and  development  of 
the  College,  and  can  contribute  to  the  common  cause 
their  munificent  gifts  with  honest  pride  and  their 
humble  gifts  without  hesitation." 

The  passage  is  reproduced  here  as  stating  an  idea 
which  in  recent  years  has  considerably  developed.  It 
seems  to  be  more  and  more  taken  as  a  view  in  uni- 
versity government,  that  the  graduates  should  be  as 
closely  connected  with  the  institution  as  possible.  The 
graduates  of  Yale  are  organized  in  this  respect,  and  are 
informed  in  regard  to  the  University,  the  writer  is 
inclined  to  believe,  rather  mere  definitely  than  ever 
before.  Alumni  association  meetings  have  come  to  be 
of  more  practical  value  by  their  reports  from  head- 
quarters. The  reports  of  the  President  of  the  Univer- 
sity have  become  more  detailed  and  have  expressed 
more  fully  the  plans  of  the  administration.  And  the 
desire  to  keep  in  touch  with  the  place  is  evidenced 
by  the  foundation  and  steady  development  of  a  weekly 
alumni  paper. 

It  is  safe  to  express  the  opinion  that  the  future  of 
these  relations  will  show  them  closer  rather  than  other- 
wise, and  with  increasing  tendency  on  the  part  of  the 
Administration  to  take  the  body  of  graduates  more  and 
more  fully  into  confidence  as  to  management  and  plans. 
There  has  been  some  growth  in  this  direction  within 
recent  years. 

The  question  has  sometimes  been  seriously  asked 
why  the  graduates  of  Yale,  with  all  their  fame  for 
enthusiastic  and  loyal  support  of  it,  do  not  accomplish 
more  in  the  way  of  adding  to  its   strictly  educational 


144  YALE. 

resources.  They  built  with  a  good  deal  of  ready  gen- 
erosity a  gymnasium  that  cost  nearly  a  quarter  of  a 
million  dollars;  put  their  hands  in  their  pockets  for  the 
cause  of  athletics  very  frequently  and  very  deeply,  and 
for  such  an  enterprise  as  placing  guns  on  the  cruiser, 
named  after  their  University,  can  be  counted  on  for 
almost  any  amount.  But  it  is  not  true  that  the  grad- 
uates have  stopped  there.  In  recent  years  a  great  deal 
of  money  has  come  into  the  University  treasury  from 
her  graduates,  in  such  bequests  as  that  from  the  Sloane 
Estate,  the  Lampson  Estate,  and  such  gifts  as  the 
Waterman  Scholarships.  The  prediction  is  therefore 
hazarded  —  that  the  increasingly  confidential  relation 
between  the  governors  of  Yale  and  her  sons  will  turn 
streams  of  money  more  and  more  plentifully  from 
Yale's  own  ranks  into  her  treasury. 

Graduates,  as  we  have  said,  do  not  oppose  changes  on 
principle,  and  exhibit  rather  a  flattering  confidence  in 
those  who  have  the  responsibilities  of  government  than 
an  inclination  to  distrust  them ;  but  they  do  feel  some- 
times, and  it  is  their  right  to  feel  so  and  their  duty  to 
express  their  feeling,  that  there  are  certain  elements  in 
the  makeup  of  a  Yale  education  which  men  who  are 
carrying  that  education  into  the  heat  and  dust  of  the 
day,  and  making  steady,  trying  use  of  it  there,  will 
appreciate  perhaps  better  than  those  who  live  constantly 
in  the  quiet  of  the  academic  atmosphere,  and  before 
whose  eyes  are  constantly  held  the  ideals  of  the  Univers- 
ity's development  on  the  lines  of  pure  learning. 


CHAPTER    XIX. 

SOME   OF   THE    WAYS   OF   YALE. 

"\T /"HAT  sets  the  graduate's  mind  most  quickly  at 
^  *  rest  in  regard  to  the  unchanged  spirit  of  the  old 
place  he  loves,  are  just  those  things  which  are  most 
likely  to  startle  and  perhaps  shock  the  earnest  visitor 
to  New  Haven,  who  knows  only  the  fame  of  Yale  as  a 
fane  of  learning,  and  who  is  on  the  loolcout  for  the 
thoughtful  and  pale  faces  of  those  who  are  to  lead  the 
world's  advance  in  years  to  come  in  things  of  the  mind 
and  of  the  spirit.  This  stranger  does  not  find  exactly 
what  he  is  looking  for  under  an  old  slouch  hat  and 
over  a  more  or  less  soiled  sweater,  or  under  no  hat  at 
all,  with  the  offsettings  of  a  negligee  shirt  and  a  dollar 
and  a  half  crash  suit;  and  he  is  moved  to  a  great  many 
questionings  and  wonderings  in  observation  of  the  dock 
weeds  and  the  dirt  and  the  worn  fence  and  the  weird 
games  that  arc  the  features  of  the  academic  shades. 

But  when  your  graduate  has  finished  his  evening 
meal  at  the  New  Haven  House,  and,  on  strolling  across 
the  campus,  hears  first  the  fire  bell  and  then  finds  him- 
self in  the  midst  of  bedlam,  he  thinks  it  is  all  right,  and 
that  Yale  youth  is  as  it  was  and  as  it  should  be,  —  that 
is,  I  suppose,  spontaneous.  He  does  not  count  it  at  all 
strange,  when  he  hears  a  hundred  windows  go  up  on  the 
first  stroke  of  the  bell  and  sees  heads  out  from  every 
dormitory,  and  hears  these  men,  who  have  just  started 
on  their  Virgil  or  their  "  Pol.  Econ.,"  or  Calculus,  sud- 

lO 


146  YALE. 

denly  bawling  "  Fire !  "  to  the  limit  of  their  lungs.  He 
watches  and  listens  with  an  interested  smile,  until  there 
is  a  slight  pause,  followed  by  a  gentle  "  All  over,"  started 
by  some  sentinel  in  a  remote  cornei*  and  passed  along 
the  line.  Silence  follows  in  a  minute,  and  Yale  life 
seems  to  be  pretty  well  organized,  and  much  as  it  ever 
has    been. 

A  very  carefully  dressed  and  accurate  young  man,  of 
one  of  the  classes  that  graduated  less  than  ten  years 
ago,  was  quite  strangely  thrown  on  his  back  by  one  of 
his  good  friends  on  a  summer  evening,  to  be  subjected 
to  the  first  fruiting  operation  on  the  Yale  campus.  He 
was  probably  more  surprised  than  he  would  be  now  to 
see  some  similar  tragedy  enacted  on  a  younger  brother. 
It  happened  just  about  the  way  all  these  things  happen; 
that  is,  nobody  knovv^s  just  how  it  did  happen.  There 
were  a  few  minutes  to  do  nothing  in,  so  something  un- 
usual had  to  be  done.  This  accurate  young  man  prob- 
ably troubled  his  excellent  friends,  simply  by  being  too 
dignified,  and  so  they  decided  that  some  indignity 
should  be  ofi"ered  to  him.  How  any  one  conceived  of 
putting  him  on  his  back,  undoing  his  coat,  and  cutting 
off  the  flap  on  the  end  of  his  shirt  bosom,  cannot  be 
explained ;  but  this  was  done.  And  it  was  no  sooner 
done  than  the  offending  part  of  his  costume  was  placed 
on  the  end  of  the  knife  which  cut  it  off,  and  the  illustri- 
ous youth  in  the  group  who  had  secured  the  trophy 
held  it  aloft,  shouted  "  Fruit !  "  and  rushed  across  the 
campus  to  a  favorite  elm  in  front  of  Durfee.  The 
others  followed,  and  in  due  order  the  shirt  tab  was 
tacked  to  the  tree.  And  then  this  group  continued  the 
pastime  fiercely  that  night,  and  fiercely  for  several  days 
thereafter,  on  those  who  seemed  most  tempting  subjects 


SOME   OF  THE   WAYS   OF   YALE. 


147 


for  operation,  until  twenty-one  of  these  curious  trophies 
were  pinned  together  on  one  elm-tree.  And  the  game 
came  to  be  called,  first  "  Elm  Fruit ;  "  then  "  Fruit." 
For  a  goodly  while  thereafter  any  man  addicted  to  this 
way  of  having  his  shirts  made  had  reason  to  expect  a 
visitation  at  any  moment.  The  amusement  is  not  one 
that  pertains  to  this  particular  date,  because  it  is  more 
diverting  to  find  other  means  of  employment,  and  also 
because  shirts  are  not  made  that  way  so  much  as 
formerly.  But  things  of  that  same  general  class  of 
unclassifiables  do  take  place  from  year  to  year,  thus 
demonstrating  that  the  student  nature  is  unchanged 
and  just  as  "different"  as  ever. 

Nigger  Baby,  the  pastime  of  god-like  Seniors,  still 
persists,  and  shows  no  sign  of  a  weakened  hold  upon  the 
thoughtful  men  of  the  graduating  class.  You  have  not 
seen  the  game?  You  must  see  it.  It  is  hard  to  de- 
scribe it.  Its  first  stages  are  a  bit  exciting.  There  are 
certain  formalities  concerning  little  holes  in  the  ground 
and  a  rubber  ball,  which  is  rolled  towards  said  holes. 
Somebody  should  be  hit  with  that  rubber  ball,  after  it 
rolls  into  a  hole,  the  ball  being  thrown  by  the  owner 
of  the  hole  chosen  by  the  rubber  ball  for  its  resting- 
place.  The  man  who  is  hit  is  scored  against.  If  no 
one  is  hit,  the  man  who  threw  the  ball  is  scored 
against.  The  man  who  is  first  scored  against  three 
times  must  proceed  to  the  east  wall  of  Alumni  Hall, 
pause  within  two  or  three  feet  of  it,  and  then,  facing  the 
building,  form  himself  into  two  sides  of  a  square,  of 
which  the  wall  and  the  ground  between  his  feet  and  the 
wall  form  the  other  two  sides.  Those  who  have  pre- 
vailed against  him  —  to  wit,  all  the  others  in  the  game 
—  take  position  by  turn  at  a  distance  of  twenty  paces 


148  YALE. 

and  propel  the  rubber  ball  towards  the  upper  and  east- 
ern angle  of  the  square  of  which  we  have  spoken. 
Three  attempts  to  hit  the  mark  are  allowed  to  each 
thrower.  Cries  of  great  joy  fill  the  summer  evening  at 
every  successful  throw.  Agile  baseball  men  like  the 
game.  It  is  less  popular  with  heavy  football  players. 
After  three  shots  apiece  have  been  fired,  and  several 
more,  the  process  of  selection  begins  again  with  the  for- 
malities at  the  holes  in  the  ground. 

Seniors  spin  tops  as  of  yore.  They  roll  hoops  little. 
They  play  ball.  Ah  !  yes.  Senior  baseball  is  a  firmly 
fixed  convention.  It  is  the  most  typical  nonsense  of 
the  Yale  campus.  I  don't  know  what  people  expect 
to  do  with  this  when  the  grass  grows  green  from  Dur- 
fee  to  Vanderbilt,  and  a  "  playground  "  is  established 
at  a  "  convenient  distance  from  the  campus."  Rather 
than  to  try  to  move  the  game  to  a  carefully  arranged 
piece  of  land,  which  is  not  the  campus,  it  were  better  to 
move  the  campus.     It  is  quite  as  feasible. 

The  sport  is  called  baseball.  It  is  built  on  the  princi- 
ples of  the  great  American  game,  but  its  evolutions  and 
variations  would  trouble  the  keenest  analyst  of  amateur 
sport.  Exempli  gratia,  football  is  grafted  onto  it  at 
times,  and  the  base  runner  travels  behind  perfectly 
formed  interference.  As  many  of  the  interferers  are 
allowed  to  score  as  the  umpire  deems  best ;  it  depends 
on  the  success  of  the  finale  at  the  home  plate.  Consist- 
ent with  mass  play  in  base  running  is  the  simultaneous 
and  adjacent  work  of  several  batteries  and  batsmen.  It 
is  a  great  game,  and  a  successful  social  rallying  point,  on 
special  occasions,  for  the  Senior  class  and  all  the  other 
classes,  who  watch  the  matches  from  their  fences.  Sev- 
eral crops  of  thin,  weak  grass  have  within  the  last  two 


SOME   OF   THE   WAYS    OF   YALE.  149 

years  been  raised  on  various  enclosed  plots  of  the  Yale 
campus.  Will  grass-seed  ever  venture  upon  the  sacred 
diamond  of  Senior  baseball?  The  gods  forbid!  The 
School  of  the  Fine  Arts  at  one  end  of  the  campus  — 
Senior  baseball  at  the  other.  Let  them  ever  remain, 
two  harmonious  elements  of  the  Yale  education. 

These  are  only  some  of  the  things  that  are  done  by 
way  of  relaxation  from  mental  strain.  Of  the  fixed 
feasts,  some  of  the  older  times  remain,  and  some  have 
passed  away.  The  greatest  of  those  that  are  gone  are 
the  annual  ministrations  of  Sophomores  to  Freshmen. 
Hazing  is  no  more.  Gone  are  the  tooth-pick  crews, 
the  forced  oration  and  song,  the  blindfold  performances 
of  all  description.  No  longer  are  Freshmen  required  to 
give  running  races  and  tugs  of  war  and  other  athletic 
exhibitions  by  moonlight  at  the  Field.  Whether  for 
better  or  worse  these  are  of  the  things  of  the  past. 
They  must  needs  have  departed,  as  the  classes  doubled 
in  size,  and  the  University  and  the  city,  both  fast  grow- 
ing, crowded  each  other.  There  was  too  much  oppor- 
tunity for  abuse  and  friction.  With  smaller  numbers, 
and  in  the  close  neighborly  associations  of  an  academic 
department  of  six  hundred  men,  all  that  was  done  was 
under  the  common  eye  and  easily  regulated. 

And  another  way  of  Yale  has  gone,  and  there  arc  no 
regrets.  Better  means  are  found  at  present  of  informing 
a  tutor  that  he  \=>  persona  non  grata  than  the  breaking 
of  his  windows,  the  sealing  of  his  room's  lock  with 
plaster,  and  the  shying  of  firecrackers  into  his  bed- 
chamber. It  is  not  now  necessary  to  build  the  tutor's 
door  more  strongly  for  the  expected  attack.  It  is 
doubtfiil  if  there  is  more  mercy  in  the  modern  signals, 
but  they  are  less  violent  and  more  within  the  law. 


I50  YALE. 

College  characters,  by  which  phrase  is  meant  the 
peculiar  attaches  of  the  University,  —  the  fruit  and 
peanut  and  popcorn  venders,  the  hack-drivers,  the  old 
clothes'  buyers,  the  money  lenders,  — ■  are  not  the  same 
from  generation  to  generation.  They  would  not  fill 
their  place  if  they  were  only  of  a  class.  The  wonder- 
ful vocabulary  of  Hannibal  is  attached  to  but  a  single 
tongue  in  a  generation.  The  bluff  heartiness  which 
made  Murray's  familiar  welcome  never  unpleasant,  and 
made  of  him  one  of  the  boys,  young  and  old,  whom  he 
carried,  is  not  given  often  to  a  man  whose  business  is 
only  to  drive  hacks.  Few  have  the  talent  of  blandly 
asking  for  money  for  his  unfortunate  able-bodied  self 
and  healthy  family,  and  getting  it.  They  don't  make 
Davys  every  few  years.  And  in  the  life  of  an  institu- 
tion there  will  be  but  one  Mrs.  Moriarity.  Her  tradi- 
tions may  live  after  her  for  a  season,  but  her  kingdom 
cannot  long  survive  herself.  Both  were  products  of 
the  times  in  which  they  were. 

Just  now  the  peculiar  ministers  to  the  peculiar  wants 
of  Yale  men  do  not  seem  as  interesting  as  those  who 
have  been  on  the  stage ;  but  time  will  come  when 
tradition  shall  fill  wonderful  pages  on  "  Mose  "  and  his 
unilateral  games,  which  are  played  for  the  purpose  of 
deciding  whether  he  shall  be  permitted  to  go  through 
the  Yale  man's  clothes  closet  and  take  what  he  will, 
giving  thanks,  or  whether  he  shall  carry  off  a  single 
pair  of  trousers  and  leave  a  quarter  in  the  expectation 
of  stimulating  interest  in  speculation  and  doing  better 
next  time.  Rattle  on  of  your  worthies  of  the  past.  I 
glory  in  Mose !  He  is  honest.  Yet,  when  he  goes 
reeling  from  the  campus,  under  a  load  of  English 
woollens,  it  is  all  Wall  Street  to  a  penny  bank  that  he 


Pop  ''  Smith. 


"  MOSE." 

Handsome  Dan." 


Mlkray. 


Daw. 


SOME   OF  THE   WAYS    OF   YALE.  151 

has  but  a  few  minutes  before  utterly  annihilated  the 
fundamental  proposition  of  Sumnerian  economy,  that 
there  are  two  sides  to  a  bargain.     "  Mose  "  is  a  genius. 

"Pop"  Smith  is  not  like  any  others  who  have  gone 
before  him.  I  take  off  my  hat  to  that  toothless  old 
man,  because  he  has  reached  and  now  occupies  a  pecu- 
liar position  as  mascot  for  Yale  teams,  without  leaving 
any  ground  for  explaining  why  he  is  where  he  is.  The 
impossibility  of  his  achievement  is  his  glory,  and  the 
days  that  are  gone  cannot  match  it.  But  if  we  speak 
of  mascots,  then  surely  let  the  voices  of  the  past  be 
still.  Was  there  ever  before  a  "  Handsome  Dan ! " 
These  fin-de-siecle  days  have  produced  the  most  virile, 
picturesque,  inspiring  embodiment  of  virtues  that  make, 
and  vices  that  are  held  back  from  marring,  the  Yale 
spirit.  When  Handsome  Dan  died,  the  sporting  blood 
of  America  was  chilled,  and  Harvard  athletic  first  trem- 
bled, and  then  lay  the  lid  of  a  thoughtful  eye  on  the  left 
cheek.  Most  Yale  people  saw  this  noble  animal  at  one 
time  or  another.  The  editor  of  the  "  Hartford  Courant," 
Mr.  Charles  Hopkins  Clark,  Yale,  '71,  saw  him  many 
times,  and  studied  him  carefully,  at  a  distance,  and 
wondered.  When  the  news  came,  in  the  spring  of  1897, 
of  the  death  in  England  of  this  bulldog,  who  had  won 
all  the  prizes  there  were  for  himself,  and  most  all  the 
championships  in  sight  for  Yale,  Mr.  Clark  thus  voiced 
his  grief  and  admiration  :  — • 

"  '  Handsome  Dan,'  who  at  one  time  was  conspicuous  among 
Yale  athletes,  has  died  in  England.  Dan  was  a  bulldog,  and 
he  wore  the  blue  ribbon.  This  marked  his  allegiance  to  Yale, 
and  also  indicated  his  'Murphyite'  principles.  He  never 
looked  upon  the  wine  when  it  was  red,  but  was  satisfied  with 
blood.     In  personal  appearance  he  seemed  like  a  cross  between 


152  YALE. 

an  alligator  and  a  horned  frog,  and  he  was  called  handsome  by 
the  metaphysicians  under  the  law  of  compensation.  The  title 
came  to  him ;  he  never  sought  it.  He  was  always  taken  to 
games  in  a  leash,  and  the  Harvard  football  team  for  years  owed 
its  continued  existence  to  the  fact  that  the  rope  held. 

"  Dan  was  no  stranger  hereabouts.  He  spent  a  summer 
with  a  Hartford  family,  and  was  taken  by  them  to  the  Adiron- 
dacks.  One  day  he  insisted  on  starting  with  a  party  bound  up 
Mount  Hopkins.  Part  way  up  the  climb,  Dan,  who  weighed  a 
good  many  ounces  to  the  pound,  gave  out.  He  was  tied  to  a 
tree  beside  the  path,  and  this  party  went  on  and  spent  the  day 
on  the  mountain.  No  other  party  went  up,  however,  that  day. 
Other  parties  proceeded  until  they  met  Dan ;  then  they  went 
home  to  report  progress.  He  thought  he  was  detailed  for 
guard  duty  —  and  so  did  they. 

"  When  the  summer  was  over  Dan  had  to  come  home  in  the 
baggage  car,  while  his  adopted  family  had  a  through  sleeper. 
After  midnight  they  were  all  awakened  by  a  loud  notification  that 
nobody  in  the  Albany  depot,  not  the  bravest  baggage-smasher, 
could  persuade  the  dog  to  leave  the  baggage  car,  and  either  he 
must  be  abandoned  by  his  friends  or  the  car  be  abandoned  by 
the  company.  When  he  saw  a  friend  he  readily  came  out,  and 
the  railroad  was  able  to  continue  business  ;  but  he  took  no 
advice  from  strangers.  If  he  took  anything  from  them  it  was 
their  peace  of  mind  or  their  clothing  or  their  sense  of  comfort. 

"Dan  left  us  for  England  some  time  ago,  and  Yale  and 
America,  practically  synonymous,  have  both  survived  the  sepa- 
ration ;  hence  his  death  will  not  be  an  irreparable  blow.  In- 
deed, his  presence  was  always  felt  a  good  deal  more  than  his 
absence  ;  and  if  he  has  gone  to  that  heaven  which  some  humane 
people  think  exists  for  animals,  we  venture  the  prediction  that 
there  is  music  just  now  in  the  bulldog  corner." 

There  are  some  ways  of  undergraduate  Yale  that  do 
not  change  at  all.     They  are  ways  financial.     The  un- 


SOME   OF  THE  WAYS   OF  YALE.  153 

dergraduate's  ignorance  of  the  character  of  business 
transactions,  and  the  moral  issues  involved  in  them,  is 
appalling.  A  bill  is  not  an  obligation;  interest  is  only 
a  term  in  finance  or  economics ;  time  is  not  a  factor 
in  transactions ;  a  dollar  has  no  antecedents  and  no 
destiny.  Would  that  it  were  not  so  !  Lots  of  trouble 
would  be  saved,  legal  business  reduced  to  a  minimum ; 
blood-sucking  usury  would  be  less  common ;  a  much 
smoother  and  more  satisfactory  co-operation  would  be 
shown  between  town  and  gown.  It  is  not  wise  to  make 
youth  old,  but  the  parent  who  has  common  sense  and  a 
reasonable  care  for  his  student  son,  will  not  let  him 
go  to  college  ignorant  of  the  rudiments  of  business 
methods  and  honor.  Carelessness  and  inexperience 
cover  more  than  they  should.  But  this  begins  to 
read  like  an  essay.     These  are  not  essays. 

And  this  chapter  is  not  a  census.  Who  shall  enu- 
merate the  ways  of  Yale?  Mr.  Porter  has  given  his 
sketches  of  Yale  Life,  and,  being  given  the  taste,  his 
readers  wanted  more.  Professor  Beers  filled  a  book  with 
these  ways  of  a  single  consulship,  and  wrote  as  though 
he  had  only  touched  his  choice  vintage.  Judge  How- 
land  pours  his  stories  of  the  old  times  and  the  new  into 
"  Scribner's,"  and  when  his  next  speech  is  used  by  Presi- 
dent Dwight  to  hold  the  crowd  in  stifling  Alumni  Hall, 
this  capitalist  presents  an  unimpaired  surplus.  The  Glee 
and  Banjo  Clubs  go  rollicking  over  the  country  twice 
a  year,  and  their  harmonies  and  nonsense  unlock 
chambers  of  memory,  and  "when  I  was  in  college"  is 
the  preface,  from  New  Haven  to  Denver,  of  a  thousand 
chapters  of  the  vagaries  and  the  joys  of  golden  pasts. 
These  few  pages  are  only  touches.  If  they  start  ques- 
tionings and  recollections,  they  have  done  their  work. 


CHAPTER   XX. 

THE   POOR   STUDENT'S   OPPORTUNITIES. 

SOME  questions  were  being  asked  about  a  year  ago 
about  the  poor  man  at  Yale,  —  how  he  stood  with 
his  class,  and  how  easy  or  hard  it  was  for  him  to  make 
his  way  and  have  both  ends  meet  at  the  end  of  the  year, 
with  three  terms  of  Yale  training  added  to  his  capital.  1 
turned  over  the  whole  question  at  the  time  to  one  who 
was  in  Yale  and  had  been  given  peculiar  means  of  know- 
ing the  place.  His  answer  to  the  first  part  of  the  question 
did  not  surprise  me.  I  should  have  been  greatly  surprised 
if  he  had  answered  it  differently.  In  his  enumeration, 
which  he  said  was  only  partial,  of  the  opportunities  for 
adding  to  one's  revenue  while  studying  at  Yale,  he 
somewhat  surprised  those  of  us  who  knew  only  that 
there  were  many  opportunities,  and  who  had  never 
stopped  to  compile  a  rough  list.  I  shall  follow  here 
the   answer  as    he  prepared    it    for  the    Alumni. 

The  true  test  of  college  democracy  is  to  be  found  in 
the  social  position  which  the  man  of  limited.means  holds 
in  the  college  community,  together  with  the  opportuni- 
ties which  it  offers  him  for  development;  and  it  may 
be  safely  said  that  never  in  the  history  of  Yale  have 
there  been  more  chances  for  a  poor  student  to  work  his 
way,  and  never  has  there  been  greater  respect  paid  to 
an  earnest  man  thus  employed,  than  at  the  present  day. 

The  three  heads  under  which  the  different  means  of 
self-support  naturally  fall  are :    First,  those  offered  by 


THE  POOR  STUDENT'S  OPPORTUNITIES.      155 

the  Faculty;  second,  those  arising  from  distinctively 
student  enterprises ;  and  lastly,  those  of  a  strictly  busi- 
ness nature  furnished  by  enterprises  outside  the  college. 

First  of  the  aids  given  to  worthy  students  by  the  col- 
lege authorities  is  the  remission  of  the  charges  for  tui- 
tion and  incidental  expenses.  Through  this  means  all 
but  forty  dollars  of  the  term  bill  is  cancelled,  provided 
the  applicant  is  regular  in  attendance  upon  college  ex- 
ercises, and  maintains  a  stand  of  2.50  in  his  studies. 
Over  thirty  thousand  dollars  is  applied  annually  for 
this  purpose  by  the  Corporation.  There  is  also  a  small 
fund  which  is  loaned  to  those  in  need  of  financial  assist- 
ance, with  the  understanding  that  it  be  repaid  as  soon 
as  the  circumstances  of  the  recipient  will  permit. 

The  prizes  awarded  each  year  to  undergraduates 
along  different  lines  of  study  amount  to  over  fifteen 
hundred  dollars.  While  the  main  object  of  these  is,  of 
course,  not  beneficiary,  they  are  a  powerful  incentive  to 
poor  men  of  a  scholarly  tendency.  The  Hugh  Cham- 
berlain Greek  Prize  at  entrance  yields  ^50.  The  Wool- 
sey  Scholarship  for  excellence  in  the  Latin,  Greek,  and 
Mathematics  of  Freshman  year  affords  ^50  a  year 
throughout  the  course,  while  the  competitors  who  are 
second  and  third  in  this  examination  receive  ^50  each. 
Berkeley  Premiums  are  also  given  at  the  same  time  to 
those  who  do  superior  work  in  Latin  composition.  If 
the  student  is  proficient  in  English  or  Mathematics  he 
may  try  for  the  McLaughlin  ($50)  or  the  DeForest 
($300)  prizes.  Prizes  are  offered  in  Sophomore  year 
for  Latin  (Robinson  $100),  English  (Betts  $50),  and 
Elocution  (^25).  Li  Junior  year  the  Winthrop  Prizes 
(^250)  are  awarded  in  ancient  languages,  the  Scott  in 
modern    languages,    the    Ten    Eyck    ($i2o),    and   the 


156  YALE. 

Thatcher  ($150)  in  speaking.  There  is  also  a  second 
set  of  Robinson  Latin  Prizes  for  Junior  and  Senior 
years.  In  the  latter  year  the  Tovvnscnd  ($50)  and  the 
DeForest  ($100)  are  awarded  for  composition  and 
speaking.  There  are  also  undergraduate  scholarships, 
amounting  to  $2,500  (the  Scott  Hurtt,  Waterman, 
Daniel  Lord,  and  Palmer),  which  are  given  to  men 
of  excellent  character  who  have  shown  marked  profi- 
ciency in  scholarship  during  the  first  two  years  of  the 
course. 

A  number  of  men  are  appointed  each  year  to  mark 
the  attendance  at  Chapel  and  in  the  lecture  rooms. 
This  work  of  course  necessitates  that  the  monitor  be 
always  present.  Monitors  are  paid  about  $30  each, 
and  are  selected  from  the  application  list.  If  a  man 
has  sung  in  the  college  choir  for  the  year  preceding,  he 
also  receives  in  his  Senior  year  a  small  salary  for  his 
services  to  the  College  along  that  line. 

Perhaps  the  surest  and  steadiest  means  of  self-sup- 
port, if  one  is  capable,  is  tutoring.  Efficient  tutors 
often  receive  as  high  as  two  dollars  to  three  dollars  an 
hour  for  their  services.  This  work  was,  for  some  time, 
confined  to  the  lower  classes,  and  those  preparing  for 
the  entrance  examinations,  digests  and  summaries  of 
lecture  notes  taking  its  place  for  the  last  two  years. 
But  a  late  Faculty  edict  has  practically  killed  digests, 
which  means  tutoring  all  through  the  course.  Enter- 
prising students  have  given  lectures  for  a  small  admis- 
sion fee,  reviewing  the  notes  of  the  year  or  reading 
rapidly  over  the  text  covered  in  Greek  and  Latin. 

There  are  several  ways  of  reducing  the  ordinary  col- 
lege expenses.  The  College  Dining  Hall  offers  board 
at  $4  per  week;    but  the  waiting  list  here  is  so  large 


THE  POOR  STUDENT'S  OPPORTUNITIES.      157 

that  applications  must  be  made  early  to  insure  seats. 
The  Co-operative  Association,  managed  by  a  governing 
board  of  undergraduates,  has  a  large  assortment  of 
books  and  student  supplies,  which  it  sells  for  a  trifle 
less  than  the  ordinary  cost  at  the  city  stores.  There 
is  also  the  Andrews  Loan  Library  under  the  charge 
of  the  University  Librarian,  from  which  needy  students 
by  permission  from  the  Dean  may  draw  many  of  the 
text-books,  subject  to  return  in  good  condition. 

So  much  for  the  opportunities  which  the  College 
itself  offers  to  needy  undergraduates.  Many  of  these 
are  of  course  dependent  upon  the  maintaining  of  a  high 
stand,  but  nearly  all  are  within  the  reach  of  conscien- 
tious students  of  fair  ability.  There  are,  however,  a  mul- 
titude of  chances  presented  by  the  student  community 
which  allow  scope  for  very  different  types  of  ability. 

All  of  the  undergraduate  publications  are  managed 
on  strictly  business  lines,  and  any  surplus  remaining 
after  the  expenses  of  publication  are  met  is  divided 
among  the  Senior  editors.  There  are  twenty-nine  edi- 
torial positions  on  the  four  college  papers  (nine  on  the 
"  News,"  nine  on  the  "  Record,"  six  on  the  "  Courant," 
and  live  on  the  "  Lit.,")  and  these  are  filled  by  competi- 
tion which  is  open  to  all.  The  privilege  of  issuing  the 
"Yale  Banner"  is  awarded  annually  to  the  highest  sealed 
bid  submitted ;  and  this,  as  well  as  the  "  Senior  Class 
Book,"  if  well  managed,  will  handsomely  repay  the  time 
spent  in  getting  out  the  publication.  Nearly  all  the 
papers  in  the  large  cities  have  correspondents  among 
the  students,  who  furnish  the  college  news  for  daily  or 
weekly  publication.  Men  possessing  special  literary 
or  artistic  ability  find  plenty  to  keep  them  busy  in 
magazine  work,  and  in  illustrating  souvenirs. 


158  YALE. 

The  various  eating  clubs,  run  by  caterers  and  land- 
ladies, furnish  a  large  number  of  men  with  places  to 
earn  their  board  by  waiting  on  table.  Sometimes  stu- 
dents act  as  carvers  or  collectors,  and  receive  the  same 
reimbursement.  Clubs  are  also  run  by  students  them- 
selves, who  not  only  get  the  men  together,  but  do  the 
marketing  and  detail  work  as  well. 

Every  fall  there  is  an  opportunity  to  solicit  subscrip- 
tions for  the  college  papers  and  the  "  Banner,"  and 
oftentimes  to  do  collecting  for  the  various  athletic 
organizations  on  commission.  An  energetic  person  can 
make  such  work  very  remunerative.  Students  with  good 
business  heads  are  frequently  engaged  to  take  charge  of 
advertising,  and  in  the  appointment  of  clerical  assistants, 
ushers,  ticket-takers,  and  the  like,  the  different  athletic 
managers  try  as  far  as  possible  to  make  their  selections 
from  the  undergraduates. 

There  is  one  field  in  Yale,  and  a  large  one  at  that, 
which  is  not  at  present  half  filled.  The  student  who 
can  do  typewriting  creditably  will  generally  find  plenty 
of  remunerative  occupation  the  year  around.  There  is 
a  constant  demand  for  this  sort  of  work,  and  at  certain 
seasons  it  is  wellnigh  impossible  to  get  work  done,  even 
at  the  city  offices. 

Thirty  years  ago,  before  the  Faculty  forbade  the 
issuing  of  anonymous  publications,  there  were  numer- 
ous clever  schemes  devised  to  catch  the  eye  and  arouse 
the  curiosity  of  the  college  community.  Some  will 
doubtless  remember  the  prints  of  the  "Burial  of  Euclid," 
and  the  "  Battle  of  Shirtzka,"  which  were  sold  in  the 
sixties  and  seventies.  Burlesques  on  college  publi- 
cations were  frequent,  and  often  had  a  large  sale. 
To-day,  though  the  attitude  of  the  College  towards  all 


THE  POOR  STUDENT'S  OPPORTUNITIES.     159 

anonymous  publications  is  one  of  repudiation,  there  are 
many  original  devices  adapted  to  the  changed  college 
life.  Souvenirs  of  the  Promenade  and  the  football  game 
fmd  a  ready  market.  Photographs  of  college  characters 
and  college  customs,  which  escape  the  observation  of 
the  ordinary  city  photographer,  are  eagerly  purchased 
as  mementos  of  the  life  here.  One  enterprising  student 
is  at  present  paying  his  way  as  manager  of  a  "  pant- 
pressing  "  concern,  while  another,  obtaining  a  happy 
inspiration  from  the  condition  of  the  New  Haven  city 
water,  sells  spring  water  from  his  own  home  in  the 
neighborhood.  An  eye  quick  to  appreciate  student 
wants  will  devise  many  other  practical  schemes. 

The  work  which  presents  itself  outside  the  College  is 
of  course  so  varied  in  its  nature  as  scarcely  to  admit 
of  comprehensive  treatment.  The  care  of  yards  and 
furnaces  in  private  families  offers  a  chance  for  many  in 
the  winter  and  spring.  Soliciting  for  the  different  truck- 
ing firms,  when  the  students  arrive  in  the  fall  and  leave 
in  the  summer,  may  also  be  mentioned.  Students  as  a 
rule  are  engaged  to  read  the  meters  in  private  houses 
for  the  gas  company,  and  at  election  time  they  are 
the  ones  who  are  hired  to  distribute  political  literature. 
There  are  opportunities  for  teachers  in  the  evening 
classes  of  the  city  Young  Men's  Christian  Association, 
as  well  as  in  the  night  schools,  and  men  with  good 
voices  can  command  fair  salaries  in  the  city  churches, 
which  also  look  to  the  College  for  the  superintendents  of 
their  missions  and  boys'  clubs.  Undergraduates  some- 
times do  telegraphing,  clerking,  and  elevator  work,  with- 
out interfering  with  their  college  exercises. 

In  connection  with  the  College  Young  Men's  Chris- 
tian Association  there  is  an  employment  bureau,  where 


i6o  YALE. 

men  desirous  of  obtaining  work  may  enter  their  names. 
There  is  no  fee  for  registration,  the  only  condition  im- 
posed upon  the  appUcant  being  that  he  takes  cheerfully 
any  legitimate  work  which  is  allotted  to  him.  The  ser- 
vice which  the  Association  has  rendered  in  this  way  to 
the  College  during  the  past  three  years  cannot  be  over- 
estimated. In  a  single  fall  over  thirty  applicants  from 
the  Freshman  class  received  permanent  positions. 

In  conclusion  it  may  be  interesting  to  note  the  pro- 
portion of  men  who  have  worked  their  way  through 
college  wholly  or  in  part  in  the  classes  1892-1897, 
according  to  statistics  in  the  Class  Books :  — 

'92  '93  '94  '95  '96  '97  Total 

Entirely  Self  Supporting  .  .     7  12  10  11  20  5  65 

Partially  Self  Supporting  .  .  50  38  51  41  50  41  271 

Total  Number  Graduated     173  1S2  236  244  2S0  2S0  1395 

It  is  interesting  to  note  that  four  of  the  Junior 
Promenade  Committee  in  1897,  men  elected  to  the 
highest  social  honor  which  the  class  can  bestow,  had 
done  something  towards  paying  their  own  expenses. 
It  is  well  known  that  no  man  is  ever  kept  out  of  the 
various  class  secret  societies  because  of  his  lack  of 
means. 


CHAPTER   XXI. 

"FOR   GOD,   FOR   COUNTRY,   AND   FOR   YALE." 

HORACE  BUSHNELL,  speaking  at  Yale  at  the 
Commencement  of  1865,  in  honor  of  the  sons  of 
Yale  who  had  fallen  in  the  War  of  the  Rebellion,  and 
pointing  out,  under  the  title  of  "  Our  Obligations  to  the 
Dead,"  the  great  results  that  would  follow  from  the 
shedding  of  blood,  said :  "  Our  young  men  are  not 
going  out  of  college,  staled,  in  the  name  of  discipline, 
by  their  carefully  conned  lessons,  to  be  launched  on  the 
voyage  of  life  as  ships  without  wind ;  but  they  are  to 
have  great  sentiments  and  mighty  impulsions  and  souls 
alive  all  through  with  fires  of  high  devotion." 

Thirty-three  years  after  this  oration  was  delivered, 
the  prophecy  was  justified.  The  long  peace,  the  great 
prosperity,  the  gathering  of  much  gold,  had  made  some 
doubt  whether  or  not  the  American  nation  had  not  begun 
to  live  "  as  by  cotton  and  corn  and  trade,  keeping  the 
downward  slope  of  thrifty  mediocrity."  The  fear  was 
nowhere  more  thoroughly  repudiated  than  by  the 
young  men  and  the  old  men  of  the  College,  now  the 
University,  to  which  Bushnell  had  spoken.  The  night 
of  May  20,  1898,  is  one  not  to  be  forgotten  in  Yale  tra- 
dition or  to  be  overlooked  in  Yale  history.  At  twenty 
minutes  after  seven  that  evening  at  the  College  Street 
Hall,  President  Dwight  opened  a  meeting  without  pre- 
cedent in  the  history  of  Yale.  It  was  called  to  send 
the  message  of  united  Yale  to  her  tmitcd  country.     All 


x62  YALE. 

of  Yale  was  there  to  send  it,  by  worthy  delegates  and 
by  as  many  of  them  as  could  crowd  into  the  old  church, 
body,  galleries,  aisles,  choir  loft,  and  vestibule.  The 
Yale  undergraduate  was  there,  full  hearted  and  full 
toned ;  and  those  who  had  been  Yale  undergraduates, 
one  or  fifty  years  ago,  perhaps;  and  the  teachers  of 
Yale  were  there,  —  the  Dean  of  the  College  and  the  Dean 
of  the  Graduate  School ;  professors  from  the  Scientific 
Department,  teachers  of  Theology,  the  Director  of  the 
School  of  Fine  Arts,  Freshman  year  instructors,  and  one 
of  the  creators  and  builders  of  the  Department  of  Music. 

It  was  hoped  that  it  might  be  a  representative  meet- 
ing. Those  who  had  counted  most  and  worked  hardest 
for  its  success  had  nothing  more  to  desire  after  a  look 
at  pews  and  platform.  To  make  it  perfect,  Yale  was 
there  from  the  camp  as  well  as  the  Yale  that  was  still  at 
home.  Just  before  the  meeting  opened,  two  young 
men  in  army  blue  were  crowded  unwillingly  forward  on 
the  platform,  and  from  the  great  crowd  in  College 
Street  Hall  rose  a  long  roar  of  applause  at  the  sight  of 
Lieutenant  Weston  and  Sergeant  Chappell  of  the  Senior 
class  of  the  Scientific  School  and  of  the  First  Connecti- 
cut Light  Artillery. 

The  old  church  was  all  red  and  white  and  blue.  A 
great  flag  almost  covered  the  space  behind  the  plat- 
form, and  others  draped  the  galleries  and  the  speaker's 
desk.  At  one  side  of  the  choir  loft  in  the  rear  of  the 
church  were  the  members  of  the  Second  Regiment 
Band,  and  the  seats  directly  in  front  of  the  platform 
were  held  by  the  Glee  Clubs  in  full  ranks.  Glee  Club 
and  band  were  there  for  a  good  purpose,  and  accom*- 
plished  that  purpose  well.  From  the  moment  President 
Dwight  announced  "America"  as  the  first  ceremony  of 


"FOR   GOD,   COUNTRY,   AND   YALE."  163 

the  evening,  the  meeting  was  a  success.  There  may 
have  been  members  of  that  audience  who  did  not  join 
in  the  national  anthem,  but  they  were  obscurely  hidden. 
When  it  came  to  the  "  Star  Spangled  Banner,"  later  in 
the  evening,  the  spirit  was  all  the  more  intense,  and  the 
whole  audience  followed  the  full  verses  of  that  rather 
difficult  piece  for  congregational  singing,  with  splendid 
effect.  For  a  closing  song  "  Bright  College  Years  "  was 
sung.  It  had  not  before  that  been  really  sung,  how- 
ever superb  have  been  the  efforts  of  Glee  Clubs  to  ren- 
der it.  The  old  church  shook  with  it,  and  when  the 
last  line  was  reached  the  great  audience  took  time  and 
emphasis  like  a  trained  club  and  rolled  it  out  in  such  a 
volume  that  people  stopped  on  the  streets  blocks  away 
to  listen. 

"  For  God,  for  Country,  and  for  Yale."  This  last 
line,  sung  with  such  an  emphasis  and  impressiveness, 
was  the  text  of  the  whole  meeting.  President  Dwight 
closed  his  brief  introductory  address  with  it,  and  set  the 
applause  going  for  minutes  by  the  very  happy  expres- 
sion. The  Rev.  Dr.  Lines  made  his  most  effective 
point  in  emphasizing  the  righteousness  of  the  cause  of 
the  war,  and  made  his  most  effective  appeal  to  the  Uni- 
versity audience  present  in  asking  them  to  use  all  their 
means  and  influence,  whether  they  were  at  home  or 
afield,  to  hold  the  country  throughout  the  war,  and 
after  its  close,  true  to  the  consecrated  cause  of  the 
struggle.  In  Professor  Perrin's  closing  address  the  one 
glowing  thought  was  the  subordination  of  every  other 
need  to  the  country's  need,  which,  as  he  said,  should 
close  the  University  if  occasion  came,  and  the  splendid 
affirmation  of  the  principle  that,  whatever  else  a  parent 
or  a  teacher  may  do  in   guiding   young  men  at   this 


i64  YALE. 

crisis,  they  never  could  afford  to  check  or  blunt  the 
spirit  of  patriotism. 

The  meeting  was  called  to  hear  the  report  of  the 
Cruiser  Fund  Committee  and  to  formally  present  the 
guns  and  the  colors ;  but  that  was  the  least  it  did.  It 
listened  to  the  report  and  was  audibly  pleased  to  hear 
that  Yale,  despite  a  policy  by  the  Comm.ittee  of  dis- 
couraging subscriptions  when  the  work  had  hardly 
begun,  had  increased  the  total  asked  for  by  fifty  per 
cent.  The  meeting  listened  to  the  reading  of  the  reso- 
lutions with  the  closest  interest  and  applauded  them  to 
the  echo,  and  stood  up  as  one  man  in  favor  of  their  pas- 
sage. But  what  these  Yale  men  were  there  for  was  to 
express,  as  well  as  words  and  songs  and  cheers  can  ex- 
press, a  feeling  which  came  to  them  when  they  found 
their  united  country  facing  a  common  foe,  and  which 
had  grown  stronger  and  deeper  with  them  with  every 
day  that  had  passed.  That  is  what  gave  the  ring  to  the 
cheers,  the  thunder  to  the  applause,  and  the  soul  to  the 
songs. 

The  Yale  cheer  never  played  its  part  so  well  as  on 
that  evening,  except,  perhaps,  when  at  the  Commence- 
ment following  it  broke  all  precedents  and  all  bounds 
and  resounded  through  Battell  Chapel  at  the  mention 
of  the  name  of  the  President  of  the  Republic  as  a 
candidate  for  a  degree  from  Yale.  The  inspiration 
was  the  same  in  both  cases. 

This  is  the  speech  of  Professor  Perrin  at  this  May  war 
meeting,  —  a  very  clear  expression  of  the  Yale  feeling 
towards  the  nation  at  a  time  of  war :  — 

"  In  the  Old  World,  in  Italy  and  Spain,  they  are  closing  uni- 
versities because  the  students  are  rioting  against  the  government. 


"FOR  GOD,   COUNTRY,   AND   YALE."         165 

In  the  New  World,  in  New  Haven  at  least,  we  fear  we  may 
have  to  close  the  University  because  its  students  are  thronging 
in  such  numbers  to  the.  support  of  the  government.  In  the 
earlier  days  of  my  manhood  those  who,  like  me,  had  been  born 
too  late  to  take  part  in  the  great  Civil  War,  used  to  bemoan 
the  fact  that  no  great  cause  was  likely  to  appear  in  our  day 
which  would  stir  our  souls  as  the  souls  of  the  men  of  sixty-one 
had  been  stirred.  There  were  political  and  economical  issues 
enough,  but  somehow  they  did  not  warm  us.  And  lo  !  before 
our  eyes,  which  were  long  blind,  a  great  cause  has  been  slowly 
evolving  itself,  —  the  cause  of  humanity  against  inhumanity,  of 
progress  against  decay,  of  civil  and  religious  freedom  against 
civil  and  religious  repression,  of  the  nineteenth  against  the 
sixteenth  century.  And  now  again  the  land  is  full  of  ardent 
youth  offering  themselves  up  in  their  country's  service. 

"It  is  needless  to  deny  that  many  of  us,  undergraduates. 
Faculty,  and  graduates,  deprecated  war,  and  felt  that  war  might 
have  been  and  should  have  been  either  postponed  or  altogether 
averted.  All  honor  to  such  conservatism  !  But  the  day  for 
conservatism  is  now  past.  When  a  government  of  the  people, 
by  the  people,  and  for  the  people,  after  much  longsuffering 
and  under  great  provocation,  deliberately,  with  full  legislative 
process,  and  with  a  certain  majesty,  appeals  to  war  to  right  the 
wrongs  of  others,  all  voices  of  criticism  and  dissent  must  cease. 
Alexander,  still  conquering  on  the  outer  verge  of  the  world, 
received  a  letter  from  his  regent  in  Macedonia,  rehearsing  at 
great  length  the  caprices  and  intrigues  of  the  queen  mother 
Olympias.  '  Lo  ! '  said  Alexander,  '  Antipater  knoweth  not 
that  one  tear  of  the  mother's  eye  will  wipe  out  ten  thousand  such 
letters.'  So  one  call  from  our  country  for  fighting  men  to  help 
her  must  drown  all  voices  of  complaint  and  chiding. 

"  We  all  hear  this  call  of  our  country  for  men  to  help  her, 
and  we  all  respond.  But  we  cannot  all  respond  in  the  same 
way.  We  cannot  all  go  to  the  front  in  uniform.  Some  heroes 
must  remain  behind  ;  and  oftener  than  not  it  is  real  heroism  to 


J.66  YALE. 

remain.  The  dull  round  of  common  daily  duties  never  seems 
so  dull  and  common  as  when  beloved  comrades  march  away 
from  us  in  the  pomp  and  pageantry  of.  war.  Theirs  is  the  easier 
duty.  All  the  martial  inheritances  of  a  fighting  and  conquering 
race  light  up  their  faces  and  thrill  their  souls  as  they  file  away 
from  us  crying,  '  du/ce  et  decorum  est  pro  patria  mori^  Yes, 
but  the  plough  must  still  be  sped,  seed  sown,  harvests  gathered, 
mills  run,  the  great  machineries  of  commerce,  justice,  and 
legislation  must  still  be  kept  moving  ;  our  schools  and  colleges 
and  universities  must  still  train  and  educate.  Happy  heroes 
are  they  who  face  the  brunt  of  the  issue  in  the  strenuous  service 
of  the  camp  or  on  the  red  edge  of  battle.  Not  unheroic  are 
they  who  keep  the  old  appointed  path  of  duty  in  earnest  and 
manly  endeavor  until  some  second,  louder  call  shall  come  for 
fighting  men.  Then  we  '11  close  the  University,  if  necessary, 
and  give  the  grass  on  the  campus  a  chance  to  grow. 

"  A  college  officer  is  not  expected  to  get  patriotic  inspiration 
from  a  lot  of  '  sick  excuse '  papers.  But  such  was  recently  my 
lot.  After  reading  several  of  the  too  customary  sort,  E  drew  one 
from  the  weekly  pile  which  brought  me  to  my  feet  standing,  as 
the  men  of  sixty-one  were  brought  to  their  feet  by  the  guns 
fired  at  Fort  Sumter. 

" '  Dear  Sir,'  it  read,  '  Mrs.  X and  myself  appreciate  the 

fact  that  our  son  has  overstepped  the  bounds  of  college  disci- 
pline in  his  absences.  We  appreciate  also  the  kind  leniency 
of  the  Faculty  in  the  case.  The  cause  is  all  around  us,  in  the 
minds  of  all,  in  the  air.  While  we  share  in  his  enthusiasm,  and 
may  pardon  ourselves  if  we  think  it  inherited  to  a  certain  extent, 
the  need  for  soldiers  is  not  yet  so  apparent  to  us  as  it  is  to  him. 
It  is,  however,  assuming  too  great  a  risk  for  us  to  check  in  this 
boy  too  rudely  a  sense  of  duty  which  carried  his  father  through 
four  years  of  war,  and  which  brought  his  mother's  two  brothers 
to  their  graves  from  gun-shot  wounds  in  the  War  of  the  Rebel- 
lion. We  must  have  a  little  time  to  think  of  this  matter,  and  to 
talk  it  over  with  him.     We  want  to  keep  his  loyal  spirit,  and 


"FOR   GOD,    COUNTRY,   AND   YALE."         167 

keep  our  only  son  if  we  can  consistently ;  but  if  need  be  the  hoy 
must  go  fir  St. ^ 

"  Yes,  we  want  to  keep  the  loyal  spirit  in  the  boys  who  stay 
with  us  to  do  the  less  congenial  duty  of  the  day,  the  spirit  and 
the  boys,  if  we  can  consistently ;  but,  if  need  be,  the  boys  must 
go  first.  And  as  they  go  with  glad  faces  forth  to  the  dread 
uncertainties  of  war,  we  say  to  them,  'Yours  is  the  more  glori- 
ous, and  so  the  easier  duty.  Do  not  scorn  the  heroes  who 
remain  behind  to  perform  the  humble  duty.  Our  hearts  go  out 
with  you  to  camp,  transport,  battle-ship,  and  all  the  stress  and 
anguish  of  your  war ;  but  we  want  your  hearts  to  turn  back  to 
us,  your  brethren,  that  so  the  hearts  of  all  Yale  men  may  be 
knit  together  in  this  great  cause,  as  they  have  been  in  the 
emulous  ways  of  peace.' 

"  And  it  is  unto  this  end  that  we  send  our  comrades  to  the 
front ;  unto  this  end  that  we  put  Maxim  guns  upon  the  cruiser 
'  Yale  ; '  not  that  there  may  be  war,  but  that,  there  being  war, 
peace  may  the  sooner  come.  '  Earnestly  do  we  hope,  fervently 
do  we  pray,'  as  our  beloved  Lincoln  said  nearly  forty  years  ago, 
'that  this  awful  scourge  of  war  may  speedily  pass  away.'  Then 
shall  the  hearts  of  all  Yale  men  be  reunited  in  the  greater  work 
of  peace,  in  beating  back  ignorance  and  vice,  in  lifting  the 
fallen,  cheering  the  faint,  succoring  the  oppressed,  administrating 
well  the  great  agencies  of  the  highest  civilization,  multiplying 
the  blessings  of  mankind,  and  ushering  in  the  everlasting 
kingdom  of  the  Prince  of  Peace." 

This  war  meeting  of  Yale  cannot  be  explained  by  the 
patriotism  which  at  that  time  swept  the  whole  country- 
like  a  wave.  There  was  more  than  intensity  in  the 
spirit  of  the  gathering.  There  was  a  sober  sense,  back 
of  the  glowing  sentiment;  there  was  a  deep  thoughtful- 
ness  which  gave  a  peculiar  force  to  the  spirit  of  devoted 
patriotism.  The  meeting,  speaking  for  Yale,  spoke  as 
speaks  a  wcll-p'oised  man  who  is  tremendously  in  earnest. 


1 68  YALE. 

A  place  like  Yale  is  made  up  of  those  who  have  been 
in  it,  whether  as  teachers  or  as  students.  If  they  were 
strong  men,  a  portion  of  their  spirit  has  rested  with  the 
place  with  which  were  some  of  their  closest  associations 
in  life ;  and  what  they  have  been  and  have  achieved 
after  they  have  left  New  Haven,  has  become  often  even 
more  a  part  of  the  traditions,  and  more  influences  the 
spirit  and  standards  of  the  place,  than  even  what  they 
were  and  what  they  did  in  their  four  years  here.  It 
adds  to  a  man's  Yale  education  to  be  reminded  that  the 
place  in  which  he  is  studying  has  become  the  mother  of 
colleges  in  America,  by  giving  presidents  and  profess- 
ors and  headmasters  to  administer  the  affairs  of  hun- 
dreds of  institutions,  great  and  small,  all  over  the  land. 
It  makes  him  more  appreciate  the  place,  and  it  allows 
him  to  receive  more  from  it,  when  he  thinks  of  the  sign- 
ers of  the  Declaration  who  were  Yale  men,  of  those  who 
have  labored  in  the  public  service  in  the  Senate  and  the 
Congress  of  the  United  States,  carrying  a  Yale  degree; 
of  the  men  who  have  spoken  and  acted  for  their  coun- 
try at  the  capitals  of  foreign  nations ;  of  the  many 
times  when  Yale  has  been  honored  by  the  choice  of 
one  of  her  sons  to  a  place  in  the  highest  court  in  the 
Republic. 

But  it  even  more  touches  and  awakens  the  spirit  of 
young  men  to  remember  those  of  the  company  of  Yale 
who  gladly  went  to  their  death  for  their  country's  sake. 
I  think  there  is  more  than  the  American  idea  of  accom- 
plishing something  to  which  one  has  put  his  hand,  what- 
ever be  the  obstacles,  in  the  Yale  idea  of  determination, 
of  fighting  to  the  death,  if  need  be,  which  has  been  the 
gospel  of  many  of  the  Blue's  athletic  fields.  The  theory 
of  life  as  a  noble  fight,  with  the  necessity,  which  that 


"FOR   GOD,   COUNTRY,  AND   YALE."         169 

implies,  of  being  always  ready  to  face  any  danger  in  a 
good  cause,  seems,  sometimes  to  my  surprise,  to  thrive 
well  in  these  academic  shades.  And  so  those  who 
have  gone  out  of  Yale  and  have  fought  nobly,  and  will- 
ingly and  almost  gladly  died  in  the  good  cause,  have 
left  perhaps  the  deepest  impression  of  all  upon  the  life 
of  the  place.  The  spirit  of  this  meeting  which  we  have 
described  was  due  very  largely  to  the  heroes  of  earlier 
times. 

I  have  chosen  two  men,  one  of  the  first  century  of 
Yale's  history,  and  the  other  of  the  second,  as  typical 
of  those — of  whom  there  are  not  a  small  company  — 
who  have  made  and  perpetuated  here  the  ideal  of  the 
soldier  and  the  gentleman.  They  are  chosen  not  with 
disparagement  to  others.  There  were  many  Yale  he- 
roes besides  Nathan  Hale  in  the  fight  for  Independ- 
ence, but  no  one  seemed  to  give  quite  so  much  in  quite 
such  a  manly,  generous,  chivalrous  way  as  he.  Henry 
Camp  was  only  one  of  more  than  a  hundred  whose  lives 
were  given  to  their  country  in  the  great  Rebellion ;  but 
perhaps  no  one  of  them  stood  more  conspicuously 
in  college  for  the  ideal  qualities  of  college  life,  or 
seemed  to  carry  those  ideals  more  easily  and  grandly 
into  the  camp  and  march,  the  fight,  the  prison-pen,  and 
to  death  itself. 

I  like  to  think  of  young  Miller,  the  manly  trooper  of 
the  Rough  Riders,  who  received  his  mortal  wound  at 
San  Juan,  only  a  year  after  he  had  taken  his  degree  at 
Yale,  and  of  the  others  who  fought  bravely  the  losing 
fight  against  the  fever  of  the  camps,  as  being  moved  and 
made  strong  to  face  whatever  was  before  them,  with  good 
cheer  and  without  regrets,  by  the  spirit  that  the  Hales 
and  the  Camps  have  left  as  legacies  to  the  Yale  band. 


I70  YALE. 

I  shall  not  try  to  write  anything  new  of  these  two 
Yale  ideals.  To  remind  the  reader  of  the  character  of 
Major  Henry  W.  Camp  of  the  class  of  i860,  I  shall  take 
two  or  three  sketches  of  dififerent  incidents  in  his  life, 
furnished  by  those  who  were  very  close  to  him.  The 
words  are  all  familiar  ones  in  Yale  history,  and  rightly 
so,  and  should  ever  be.  I  choose  first,  with  his  permis- 
sion, the  sketch  of  the  athlete  student  Camp,  given  in 
Trumbull's  "  Knightly  Soldier  "  by  one  who  was  very  near 
to  him  here  at  Yale,  the  Rev.  Joseph  H.  Twichell:  — 

"  In  looking  back  to  Henry  Camp,  as  I  knew  him  in  college, 
it  is  impossible  not  to  recall  his  singular  physical  beauty.  The 
memory  of  it  harmonizes  very  pleasantly  with  the  memory  of 
his  beautiful  daily  life.  Each  became  the  other  so  well,  while 
they  were  joined,  that,  though  now  his  body  has  gone  to  dust, 
I  find,  while  musing  on  my  friend,  an  unusual  delight  in  con- 
tinuing to  associate  them.  He  furnishes  a  beautiful  example 
of  the  truth,  '  Virtus  prilchrior  e  pulcJu-o  corporc  venicns.^  His 
handsome  face,  his  manly  bearing,  and  his  glorious  strength, 
made  that  gentleness  and  goodness  which  won  our  love  the 
more  illustrious.  I  well  remember,  while  in  college,  riding  out 
one  day  with  a  classmate  of  his,  and  passing  him,  as,  erect  and 
light  of  foot,  he  strode  lustily  up  a  long  hill,  and  the  enthusiasm 
with  which  my  comrade  pronounced  this  eulogy  :  '  There  's 
Henry  Camp,  a  perfect  man,  who  never  did  anything  to  hurt 
his  body  or  soul !  '  That  was  before  I  knew  him  well ;  for,  as 
I  have  intimated,  we  were  not  in  the  same  class  ;  but  what  I 
heard  and  saw,  made  me  so  desirous  of  a  better  acquaintance, 
that  when,  in  the  summer  of  '59,  our  crew  was  made  up  for 
the  college  regatta,  to  take  place  at  Worcester,  and  it  fell  out 
that  he  was  assigned  to  duty  in  the  boat  as  No.  3,  while  I  was 
No.  4,  I  was  more  than  pleased. 

"The  six  weeks  of  training  that  followed,  culminating  in  the 
grand  contest,  witnessed  by  far  the  greater  part  of  all  our  per- 


"FOR   GOD,    COUNTRY,   AND   YALE."         171 

sonal  intercourse,  for  after  that  time  our  paths  diverged.  That 
was  the  last  term  of  my  Senior  year,  and  the  end  was  not  far 
off.  We  parted  on  Commencement  Day ;  and  though  I  after- 
ward heard  from  him,  especially  of  the  fame  of  his  soldiership, 
and  hoped  to  see  him,  we  met  again  no  more  than  once  or 
twice.  But,  at  the  distance  of  five  eventful  years,  the  news  of 
his  death  struck  me  with  a  sense  of  my  bereavement  so  deep 
and  painful,  that,  looking  back  to  those  six  weeks,  I  could  not 
reahze  that  they  were  nearly  all  I  had  intimately  shared  with 
him.  Nor  am  I  alone  in  this ;  I  know  of  others,  whose  private 
memories  of  Henry  Camp,  as  limited  as  mine,  stir  in  their 
hearts,  at  every  thought  of  his  grave,  the  true  lament,  '  Alas, 
my,  brother  ! ' 

"  During  the  training  season  of  which  I  speak,  the  crew  had, 
of  course,  very  much  in  common.  We  ate  at  the  same  table, 
and  took  our  exercise  at  the  same  hours,  so  passing  consider- 
able part  of  each  day  together  besides  the  time  we  sat  at  our 
oars.  Our  hopes  and  fears  were  one,  our  ardor  burned  in  one 
flame  ;  we  used  even  to  dream  almost  the  same  dreams.  The 
coming  regatta  was  our  ever-present  stimulus.  To  win,  — 
there  was  nothing  higher  in  the  world.  It  quickens  the  pulse 
even  now  to  remember  how  splendid  success  then  appeared. 

"  Camp  gave  himself  up  to  the  work  in  hand  with  that  same 
enthusiasm  of  devotion  that  carried  him  to  the  forefront  of 
battle  on  the  day  of  his  glorious  death.  He  was  always 
prompt,  always  making  sport  of  discomforts,  always  taking 
upon  himself  more  than  his  own  share  of  the  hard  things. 
Severe  training  in  midsummer  is  something  more  than  a 
pastime.  It  abounds  in  both  tortures  of  the  body  and  ex- 
asperations of  mind,  as  all  boating  men  bear  witness.  Under, 
them,  not  all  of  us,  at  all  times,  kept  our  patience ;  but  Camp 
never  lost  his.  Not  a  whit  behind  the  best  in  spirit  and  in 
zeal,  he  maintained  under  all  circumstances  a  serenity  that 
seemed  absolutely  above  the  reach  of  disturbing  causes.  The 
long,  early  morning  walk  into  the  country,  the  merciless  rigors 


172 


YALE. 


of  diet,  the  thirst  but  half  slaked,  the  toil  of  the  gymnasium, 
the  weary  miles  down  the  bay,  under  the  coxswain's  despotism, 
the  return  to  childhood's  bed-time,  and  other  attendant  afflic- 
tions, often  outweighed  the  philosophy  of  all  but  No.  3.  He 
remained  tranquil,  and  diligently  obeyed  all  the  rules,  serving 
as  a  balance-wheel  among  us,  neutralizing  our  variableness, 
and  making  many  a  rough  place  smooth.  He  had  a  presence 
almost  the  happiest  I  ever  saw,  and  a  temper  that  betrayed 
no  shady  side.  He  carried  all  his  grace  with  him  everywhere, 
and  had  a  way  of  shedding  it  on  every  minute  of  an  hour,  — 
no  less  on  little  matters  than  on  great,  —  that  gave  his  com- 
pany an  abiding  charm,  and  his  influence  a  constant  working 
power ;  and  so  he  went  on  working  with  all  his  might  for  the 
College,  doing  us  good  daily,  gaining  that  skill  and  muscle, 
which  afterward  enabled  him  to  pull  so  brave  an  oar  through 
the  stormy  waves  of  Hatteras. 

"  He  had  soldierly  ways  about  him  then.  Discipline  was 
his  delight,  and  coolness  never  deserted  him.  We  were  upset 
one  day,  in  deep  water,  under  a  bridge  ;  and,  at  first,  each 
struck  out  for  land,  till  Camp,  remaining  in  mid-stream,  called 
us  back  to  look  after  the  boat,  which  was  too  frail  a  structure 
to  be  left  to  chance  floating.  That  Hatteras  exploit,  when  we 
heard  of  it,  did  not  seem  at  all  strange.  It  was  just  like  him 
to  volunteer,  and  still  more  like  him  to  be  the  last  man  to  give 
up  what  was  undertaken." 

And  here  are  a  few  lines  from  the  pen  of  his  close 
friend  and  biographer,  the  Rev.  Henry  Clay  Trumbull, 
telling  how  the  young  Lieutenant  took  his  baptism 
of  fire  at   Newberne :  — 

"  Camp  had  passed  bravely  the  ordeal  of  battle.  So  cool 
was  he,  seemingly  unmoved  when  the  fight  was  hottest,  and 
those  about  him  most  excited,  that  the  men  of  his  company 
called  him  their  Iron  Man,  and  told  how  efficient  he  was,  in 
directing  the  fire  of  some,  m  giving  assistance  to  others  whose 


"FOR   GOD,    COUNTRY,    AND   YALE."         173 

pieces  were  out  of  order,  and  in  speaking  encouraging  words 
to  all,  ever  with  '  the  same  pleasant  look  in  his  face.' " 

And  this  is  the  story  of  Camp's  last  day,  October  13, 
1864,  on  the  Darbytown  road,  and  again  from  the  pen  of 
"the  Chaplain."  It  was  now  Major  Camp  of  whom  he 
was  writing:  — 

"  Dinner  was  brought  up  and  eaten  under  fire.  Then  Camp 
stretched  himself  on  the  ground,  and  was  lulled  to  sleep  by  the 
sound  of  the  battle.  Soon  after  noon,  he  was  started  up  to  lead 
a  party  of  men  down  the  road  on  a  mission  from  the  corps- 
commander.  While  he  was  away,  Colonel  Otis  received  orders 
to  report  at  once  with  the  remainder  of  his  regiment  to  Colonel 
Pond,  commanding  the  ist  Brigade,  at  the  extreme  right  of 
the  division.  No  sooner  was  the  new  position  reached  than 
the  formation  of  troops  was  seen  to  indicate  an  assault  on  the 
works  in  front,  and  a  chill  ran  over  many  an  old  soldier's 
frame.  The  enemy  was  known  to  be  strongly  intrenched ; 
and  an  advance  could  be  made  at  this  point  only  by  a  dense 
thicket  of  scrub-oaks,  and  laurels,  and  tangled  vines,  through 
which  a  way  could  not  be  forced  save  slowly  and  step  by  step. 
A  dashing,  resistless  charge  was  impossible,  and  the  small  force 
ordered  was  not  likely  to  prove  any  match  for  the  now  heavily 
re-enforced  lines  of  the  foe.  There  was  a  disturbed  look  on 
the  face  of  every  officer,  and  from  many  outspoken  protests 
were  heard. 

"  When  the  Chaplain  saw  the  condition  of  affairs,  his  hope 
and  prayer  was  that  his  friend  would  not  return  in  season  to 
share  the  perils  of  the  assault,  since  he  could  probably  in  no 
way  affect  its  result.  But,  while  the  column  waited.  Major  Camp 
appeared,  wiping  from  his  face  the  perspiration  caused  by  his 
exertions  to  rejoin  his  regiment  without  delay.  As  he  came 
up,  the  Chaplain's  face  fell  with  disappointment.  Reading  the 
look.  Camp  said  quickly  and  tenderly,  'Why,  what  is  the 
matter,  Henry;   has   anything  happened?'  —  *  No ;   but   I'm 


174  YALE. 

sorry  you  returned  in  time  for  this  assault.'  — '  Oh !  don't  say 
so,  my  dear  fellow  ;  I  thank  God  I  'm  back.'  — '  But  you  can 
do  no  good,  and  I  'm  afraid  for  you.'  — '  Well,  you  would  n't 
have  the  regiment  go  in  with  me  behind,  would  you  ?  No,  no  ! 
In  any  event,  I  thank  God  I  am  here ! '  Then  he  moved 
about  among  his  comrades  with  a  bright  and  cheerful  face, 
like  a  gleam  of  sunshine  through  gathering  clouds.  Never  a 
word  of  doubt  or  distrust  did  he  express  as  to  the  pending 
move,  although  his  opinion  was  probably  the  same  with  the 
others  as  to  its  inevitable  issue.  Many  near  him  were  as  re- 
gardless of  personal  danger  as  he,  and  would  go  as  fearlessly 
into  the  thickest  of  the  fray ;  but  few,  if  any,  showed  such 
sublimity  of  moral  courage,  in  meeting,  without  a  murmur,  his 
responsibilities  at  such  an  hour.  '  I  don't  like  this  blue 
talking/  he  said,  aside  to  his  friend.  '  The  men  see  it,  and  it 
affects  them.  If  we  must  go,  we  must ;  and  the  true  way  is 
to  make  the  best  of  it.' 

"The  shattered  remnant  of  the  loth  had  the  right  of  the 
assaulting  column,  which  was  formed  in  two  lines  of  battle. 
Colonel  Otis  led  the  right  and  front.  Lieutenant-Colonel 
Greeley  led  the  right  of  the  second  line,  the  left  of  which 
was  assigned  to  Major  Camp.  '  May  I  not  as  well  take  the 
left  of  the  front  line,  Colonel?'  Camp  asked  in  his  quiet  way. 
'Certainly,  if  you  prefer  it,'  was  the  reply;  and  he  took  his 
place  accordingly,  —  not  that  the  advanced  position  was  more 
honorable,  nor  yet  because  it  was  more  exposed  ;  but  from  the 
belief  that  it  gave  him  a  better  opportunity  to  lead  and  en- 
courage the  men.  As  he  drew  his  pistol  from  its  case,  and 
thrust  it  loosely  through  his  belt  for  instant  use  in  the  deadly 
struggle,  and  unsheathed  his  sword,  he  said  to  his  friend  :  '  I 
don't  quite  like  this  half-hearted  way  of  fighting.  If  we  were 
ordered  to  go  into  that  work  at  all  hazards,  I  should  know  just 
what  to  do  ;  but  we  are  told  to  go  on  as  far  as  those  at  our 
left  advance,  and  to  fall  back  when  they  retire.  Such  orders 
are  perplexing.'     And  they  were  ;  for  the  men  of  the  loth  had 


"FOR   GOD,   COUNTRY,   AND   YALE."        175 

never  yet  failed  to  do  the  work  assigned  them,  — never  yet 
fallen  back  under  the  pressure  of  the  enemy. 

"  The  two  men  talked  of  the  possibilities  of  the  hour,  speak- 
ing freely  of  the  delightful  past  and  as  to  the  probable  future. 
'  If  we  don't  meet  again  here  we  will  hope  to  meet  in  heaven,' 
said  the  Chaplain.  '  Yes,'  replied  Camp ;  '  and  yet  I  have 
been  so  absorbed  in  this  hfe,  that  I  can  hardly  realize  that 
there  is  another  beyond.'  After  a  few  more  words  on  this 
theme,  the  friends  clasped  hands,  and  Camp  said  warmly, 
'  Good-bye,  Henry  !  good-bye  ! '  The  words  sent  a  chill  to 
the  other's  heart;  and,  as  he  moved  to  the  right  of  the  line, 
they  rang  in  his  ears  as  a  sound  of  deep  and  fearful  meaning. 
Good-bye !  that  farewell  had  never  before  been  uttered  in  all 
the  partings  of  a  score  and  a  half  of  battlefields.  It  was  first 
appropriate  now. 

"  The  signal  was  given  for  a  start ;  the  men  raised  the 
charging  cry  with  a  tone  that  rather  indicated  a  willingness  to 
obey  than  a  hope  of  success ;  and  the  doomed  column 
struggled  forward,  through  the  impeding  undergrowth  of  the 
dense  wood,  through  the  crashing  sweep  of  grape  and  canister, 
and  the  fatal  hiss  and  hum  of  flying  bullets.  Those  latest 
words  had  so  impressed  the  Chaplain  with  the  idea  that  this 
hour  was  his  comrade's  last  on  earth,  that  he  felt  he  must  see 
him  yet  again,  and  have  another  and  more  cheering  assurance 
of  his  faith  than  that  natural  expression  of  inability  in  the 
present  to  fully  realize  the  eternal  future." 

Then  comes  the  story  of  the  desperate  plunge  through 
the  thicket,  where  moments  which  might  separate  the 
two  friends  forever  seemed  hours.  The  Chaplain  over- 
took the  Major  at  last  and  received  from  him  in  answer 
to  his  anxious  question  the  calmest,  simplest  confession 
of  his  clear  Christian  faith. 

"With  another  good-bye,  the  two  friends  parted.  The 
Chaplain  turned   to    his   work    among  the   many   dying   and 


176  YALE. 

wounded.  The  Major  struggled  on,  through  the  thicket,  out 
to  the  open  space  before  the  enemy's  works  ;  and  there,  when 
all  at  his  left  had  fallen  back,  when  only  the  brave  men  of  the 
steadfast  loth  at  his  right  were  yet  pressing  forward,  he  stood 
for  a  moment  to  re-form  the  broken  line  which  could  not  be 
maintained  in  the  tangled  wood.  The  rebel  parapet  was  but 
a  few  rods  in  his  front.  From  the  double  battle-line  behind 
it,  the  rifles  poured  forth  their  ceaseless  fire  of  death.  His  tall 
and  manly  form  was  too  distinct  a  target  to  escape  special 
notice  from  the  foe.  Waving  his  sword,  he  called  aloud 
cheerily,  '  Come  on,  boys,  come  on  ! '  then  turned  to  the  color- 
sergeant  just  emerging  from  the  thicket,  that  he  might  rally  the 
men  on  the  regimental  standard.  As  he  did  so,  a  bullet  passed 
through  his  lungs ;  and,  as  he  fell  on  his  side,  he  was  pierced 
again  and  again  by  the  thick-coming  shot.  His  eyes  scarce 
turned  from  their  glance  at  the  tattered,  dear  old  flag,  ere  they 
were  closed  to  earth,  and  opened  again  beyond  the  stars  and 
their  field  of  blue." 

And  now  back  to  the  hero  of  Yale's  first  century, 
whose  early  sacrifice  set  the  loftiest  standard  for  the 
Yale    American. 

"  The  story  of  Nathan  Hale's  life,"  writes  Dr.  Munger,  "  is 
short  because  his  life  was  short,  and  because  he  did  only  one 
thing  worthy  of  mention  ;  he  died  for  his  country.  He  was 
born  in  Coventry,  —  a  town  twenty  miles  east  of  Hartford,  where 
he  grew  up  in  a  farmhouse  and  family  of  the  better  sort,  and 
went  to  school  to  the  parish  minister,  Dr.  Huntington,  who 
prepared  him  for  college.  He  was  a  fine  lad  —  strong,  could 
run,  leap,  wrestle,  throw,  and  Hft  better  than  any  of  the  boys 
about  him.  Well-bred,  sweet-tempered,  and  handsome,  he  was 
greatly  loved  and  admired.  He  came  to  Yale  in  his  sixteenth 
year  and  entered  the  Class  of  1773- 

"  But  little  is  known  of  his  college  life  except  that  he  stood 
well  in  his  class,  made  a  famous  leap  on  the  Green  that  was 


"FOR  GOD,   COUNTRY,   AND  YALE."        i77 

marked  out  and  shown  for  years,  and  that  he  was  a  devoted 
member  of  Linonia.  So  long  as  Linonia  lived,  Hale  was  a 
household  word  in  Yale.  '  Statement  of  Facts '  is  almost 
forgotten  even  as  a  tradition,  but  Yale  to-day  offers  nothing 
worthier  and  finer  than  the  lining  up  of  '  Linonia '  and 
'  Brothers,'  each  with  their  chosen  orators,  who  made  a  '  state- 
ment  of  facts '  as  to  the  claims  of  their  respective  societies. 

"  Nathan  Hale  was  a  member  of  Linonia,  and  at  every 
*  statement  of  facts  '  half  the  college  cheered  his  name  to  the 
echo.     He  was  and   he  is  to-day  Yale's  ideal   hero. 

"  After  graduation  Hale  taught  school  in  East  Haddam  during 
the  winter,  and  in  the  spring  took  charge  of  a  grammar  school 
in  New  London,  where  the  people  went  on  loving  and  admiring 
him  just  as  they  had  in  New  Haven  and  East  Haddam ;  for 
it  appears  that  during  his  brief  Hfe  everybody  had  a  common 
feeling  towards  him.  It  seems  to  have  been  a  case  where 
mind  and  heart  and  body  and  character  said  the  same  thing. 
He  was  five  feet  and  ten  inches  in  height,  and  well  proportioned  ; 
a  full  face,  light  blue  eyes,  a  rosy  complexion,  brown  hair,  and 
a  bearing  that  spoke  of  energy  and  strength,  complete  the  pic- 
ture of  him  so  far  as  we  have  it.  The  artist  who  depicts  him 
must  mould  a  figure  of  great  strength,  sweet  and  resolute  and 
thoughtful,  and  clothe  it  with  the  spirit  of  heroism. 

"  Before  a  year  had  passed  news  of  the  battle  of  Lexington 
reached  New  London.  The  next  morning  he  assembled  his 
pupils,  talked  and  prayed  with  them,  shook  each  one  by  the 
hand,  and  started  with  his  company  for  Boston.  He  returned 
to  New  London  for  military  duty  there  —  missing  Bunker  Hill 
apparently  —  but  September  found  him  again  in  Cambridge, 
where  he  made  a  study  of  his  new  calling  while  Washington  was 
besieging  Boston.  After  the  evacuation  of  the  city  he  appeared 
in  New  York  and  bore  some  part  in  the  disastrous  battle  of 
Long  Island.  The  situation  required  above  everything  else  a 
full  knowledge  of  the  enemy's  works  and   plans,  —  a  spy,  in 


178  YALE. 

short.     He  must  have  intelligence  as  well  as  courage,  and  be 
able  to  talk  as  well  as  see. 

"  Hale  volunteered,  but  in  coming  to  a  decision  he  encountered 
several  hard  questions.  Could  he  overcome  the  entreaties  of 
his  friends?  Could  he  bring  himself  to  play  the  part  of  a  spy? 
—  a  question  which  he  settled  in  accord  with  Vattel,  of  whom 
he  had  never  heard,  and  stated  in  these  memorable  words  : 
'  I  wish  to  be  useful,  and  every  kind  of  service,  necessary 
for  the  public  good,  becomes  honorable  by  being  necessary.' 
But  could  he  face  the  almost  certain  death  of  shame?  His 
answer  was  :  '  I  am  fully  sensible  of  the  consequences  of  dis- 
covery and  capture  in  such  a  situation.' 

"  What  strikes  one  as  remarkable  in  all  this  is  the  thorough 
way  in  which  he  thought  the  whole  matter  through  and  grounded 
his  action  on  sound  and  accepted  principles.  There  is  no 
bravado,  hardly  any  enthusiasm ;  only  a  downright  sense  of 
duty. 

''  He  received  his  directions  in  person  from  Washington,  dis- 
guised himself  as  a  schoolmaster,  crossed  the  Sound  well  up 
the  coast,  and  found  his  way  into  the  Brifish  camp  in  Brook- 
lyn and  also  in  New  York,  where  the  army  had  taken  posses- 
sion the  day  he  left.  He  incurred  no  suspicion,  made  charts, 
took  notes  in  Latin,  and  attempted  to  return  as  he  came,  but 
was  recognized  and  arrested.  His  papers  were  found  in  his 
shoes,  as  Andr6  six  years  later  had  concealed  his,  —  each  mak- 
ing the  same  fatal  and  easily  detected  mistake.  General  Howe 
ordered  his  execution  the  next  morning.  He  was  permitted 
to  write  letters  to  his  comrades  and  family,  but  the  executioner 
tore  them  up,  declaring  that  'the  rebels  should  never  know 
they  had  a  man  who  could  die  with  such  firmness.'  He  asked 
for  a  clergyman  and  a  Bible,  but  was  refused. 

"  On  Sunday  morning  at  daybreak,  Sept.  2  2d,  1778,  he  was 
led  out  to  execution,  his  hands  tied  behind  his  back.  His  last 
words  were  :  '  1  only  regret  that  I  have  but  one  life  to  lose 
for  my  country.'     He  was  only  twenty-one  years  old.     He  had 


"FOR   GOD,    COUNTRY,   AND   YALE."         I'/y 

everything  to  live  for,  —  home  and  a  sweetheart  in  Coventry, 
friends  in  New  Haven  and  New  London  and  Cambridge  and 
in  the  army,  and  hfe  itself  —  not  a  thing  easily  laid  down  at 
twenty-one.  It  was  a  hard  thing  to  be  led  out  by  a  squad  of 
soldiers,  his  hands  tied  behind  him,  without  a  friendly  face  to 
look  into,  without  a  word  of  sympathy,  and  hung  upon  a  tree 
like  a  felon  —  it  was  hard,  but  he  did  not  flinch.  Of  what 
did  he  think?  Certainly  of  home,  —  the  old  farmhouse  in 
Coventry,  the  poplars  in  front,  the  well-sweep,  the  cows  wait- 
ing for  the  milking,  the  household  astir  for  the  duties  of  the 
day,  the  father  who  had  sent  him  to  college,  the  mother  and 
sisters,  who  had  spun  and  woven  the  clothes  he  wore ;  the 
sweetheart  he  was  to  marry  when  the  war  was  over  ;  the  meet- 
ing-house where  Dr.  Huntington  would  soon  be  praying  ;  and 
he  could  hear  the  bell,  but  it  did  not  seem  to  be  calhng  the 
people  to  church,  but  to  be  tolling  for  his  own  funeral. 

"  It  was  hard,  but  he  did  not  flinch.  He  thought  of  other 
things,  — •  duty  which  makes  all  things  easy,  and  his  country,  for 
which  he  was  glad  to  die.  As  his  eyes  grew  dim  doubtless  the 
immortal  line  that  he  had  learned  in  college  mingled  with  his 
prayers : 

"  '  Dulce  et  decorum  est  pro  patria  mori.' 

"  LIow  else  should  a  patriot-scholar  die  ?  " 


APPENDICES. 


I. 

YALE   CUSTOMS   AND   TRADITIONS. 

BELOW  are  given  the  main  facts  concerning  some  of  the 
most  famous  of  Yale  customs  and   traditions.     Those 
now  extinct  are  marked  with  a  star. 

Bowing  to  the  President. 

At  the  close  of  morning  chapel  and  on  Baccalaureate  Sunday, 
the  Seniors  remain  standing  until  the  President  passes  them, 
as  he  comes  down  the  centre  aisle,  and  then  bow  as  he  passes. 
The  custom  has  descended  from  the  old  Puritan  church,  and 
was  in  vogue  generally  in  English  churches  during  the  eight- 
eenth century. 

Bullyisnt  and  the  College  Bully ^ 

Toward  the  close  of  the  last  century  each  class  elected  a 
Bully  or  President,  generally  the  strongest  man  in  the  class,  to 
champion  and  lead  it  when  attacked  by  town  toughs.  The 
Senior  class  bully  was  the  College  bully  and  carried  the  Bully 
club  which  had  been  captured  in  Fair  Haven  by  students  from 
oystermen  and  sailors.  In  1840,  the  institution  was  abolished 
by  the  Faculty,  and  since  that  time  no  class  has  ever  elected  a 
president,  all  the  class  meetings  being  conducted  by  tempo- 
rary chairmen. 


i82  YALE. 

Burial  of  Euclid.* 

A  custom,  the  first  record  of  which  is  in  1843,  but  which  was 
known  to  have  been  an  annual  one  before  that  date.  When 
the  Sophomore  class  had  mastered  Euclid  at  the  middle  of  the 
first  term,  a  copy  of  the  book  was  buried  amid  fitting  funeral 
rites.  Speeches  were  made  and  mock  ceremonies  performed 
on  the  steps  of  the  Old  State  House  and  at  the  Masonic 
Temple,  at  the  corner  of  Court  and  Orange.  The  Burial  was  in 
a  vacant  lot  on  Prospect  Street.  Abolished  in  1861  by  the 
Class  of  '64. 

Cheering  the  Faculty. 

At  the  close  of  the  last  recitation  of  the  year,  the  members  of 
each  division  gather  outside  the  instructor's  door  and  give  the 
Yale  cheer  with  the  latter's  name  on  the  end.  This  custom  has 
existed  for  over  half  a  century. 

Cup  Men. 

In  1886  the  custom  was  originated  of  placing  the  names  of 
six  men,  four  Academic  Seniors  and  two  from  the  correspond- 
ing class  in  the  Scientific  School,  on  a  large  silver  loving-cup, 
which  was  kept  at  Mory's,  for  long  years  a  distinctively  college 
resort  of  the  English  inn  order.  The  method  of  election  is  for 
each  man  to  choose  his  own  successor.  To  have  a  name  on 
the  cup  meant  a  reputation  for  good  fellowship.  The  custom 
is  maintained,  but  not  so  much  is  heard  of  it  now  as  formerly. 

Cup  Presentation. 

Inaugurated  by  the  Class  of  '49.  A  silver  cup  is  presented 
by  the  class  at  its  triennial  to  the  first  male  child  born  to  one  of 
its  members  after  graduation. 

Fence. 

The  custom  of  class  distinctions  on  the  college  Fence  has 
existed  since  time  immemorial.     The  original  fence  was  at  the 


APPENDICES.  183 

corner  of  Chapel  and  College  Streets.  It  was  removed  in  1888 
to  make  way  for  Osborn  Hall,  and  is  now  situated  inside  the 
campus  opposite  Durfee.  Senior,  Junior,  and  Sophomore 
classes  have  separate  divisions.  The  Freshmen  are  not  allowed 
to  sit  on  the  fence  unless  they  win  their  class  ball  game  with 
Harvard. 

Freshman  Restrictions. 
The  Freshman  is  not  allowed  by  college  custom  : 

(a)  To  smoke  a  pipe  on  the  street  or  campus. 

(b)  To  carry  a  cane  before  Washington's  Birthday. 

(c)  To  dance  at  the  Junior  Promenade. 

(d)  To  sit  on  the  college  Fence. 

(e)  To  play  ball  or  spin  tops  on  the  campus. 

Jubilees.*   . 

(a)  Biennial.  —  Held  at  the  close  of  Sophomore  year  after 
the  biennial  examinations.  It  consisted  of  a  dinner  with 
speeches  and  other  jollifications  in  honor  of  having  successfully 
passed  through  the  ordeal  of  examination.  Abolished  in  the 
Class  of  '67  and  succeeded  by  the  Freshman  annual  dinner. 

(b)  Thanksgiving.  —  Held  alternately  in  the  haUs  of  Linonia 
and  Brothers,  and  paid  for  by  the  Freshman  class.  It  was  a 
burlesque  entertainment  intended  for  those  who  stayed  about 
the  college  on  Thanksgiving  Eve.  It  was  restricted  by  the 
Faculty  several  times  on  account  of  its  loose  character,  and 
finally  abolished  altogether. 

Omega  Lambda  Chi. 

The  celebration  of  the  abolishment  of  Freshman  societies  by 
the  College,  held  on  a  Monday  night  in  the  last  part  of  May. 
The  whole  college  forms  by  classes  and  performs  the  Omega 
Lambda  Chi  dance  about  the  campus,  cheering  each  one  of  the 
buildings  in  turn.  At  the  close,  which  is  a  later  development, 
the  Freshmen  are  compelled  to  run  the  gauntlet  between  two 
long  lines  of  upper  classmen. 


i84  YALE. 


Pow-wow.* 


The  Freshman  annual  dinner,  which  took  the  place  of  the 
Biennial  Jubilee.     Inaugurated  in  '68. 

Procession  at  Commencement, 

From  time  immemorial  the  commencement  exercises  have 
always  been  preceded  by  a  procession  in  double  file  headed  by 
music  and  the  sheriff  of  the  county.  The  procession  includes 
the  President  and  corporation,  various  officials,  candidates  for 
degrees,  and  graduates  in  the  order  of  their  graduation. 

Rushes.* 

(a)  Banger.  —  An  ancient  custom  forbade  Freshmen  to  carry 
bangers.  Whenever  a  Freshman  appeared  with  one  the  Soph- 
omores and  Freshmen  clashed,  the  former  striving  to  wrest  it 
away,  the  latter  to  retain  it.  The  Banger  rushes  were  a  substi- 
tute for  the  Freshman-Sophomore  football  game,  abolished  by 
the  Faculty  in  1857.  They  were  intermittent  in  character,  and 
have  disappeared  altogether  in  the  last  decade. 

(b)  Shirt. —  Held  in  the  old  gymnasium  the  night  before  the 
year  opened,  and  at  Hamilton  Park  at  the  time  of  the  fall  game 
between  Freshmen  and  Sophomores.  They  gradually  became 
less  violent  in  character,  and  in  the  eighties  were  superseded 
by  the  push  rushes.  These  in  turn  were  abolished  in  1893, 
their  place  being  taken  by  wrestling  matches  on  the  Grammar 
School  lot. 

Wooden  Spoon  and  Cochlaureati. 

The  custom  of  presenting  the  wooden  spoon  was  originated 
by  H.  T.  Blake,  '48,  as  a  burlesque  on  the  college  Junior  exhi- 
bition, based  on  a  custom  in  vogue  at  the  University  of  Cam- 
bridge in  England.  At  first  the  nine  cochlaureati,  or  electors 
of  the  wooden  spoon  man,  were  selected  by  non-appointment 
men  from  their  o^vn  number.  But  after  a  while  scholarship 
was  lost  sight  of  entirely,  and  the  elections  were  simply  class 


APPENDICES.  185 

offices.  The  Spoon  man  was  the  highest  elective  honor  in  the 
Junior  class.  The  cochlaureati  became  in  1871  the  Junior 
Promenade  Committee,  and  an  annual  dance  took  the  place  of 
the  wooden  spoon  exhibition.  It  was  first  called  the  Regatta 
Ball  and  is  now  known  as  the  Junior  Promenade. 


II. 

CONDENSED    HISTORY    OF    DEBATING    AT   YALE. 

Critonian  Society.     First  known  debating  society  in  Yale 

College.     Existed  until  about  1772. 
1753.     Honorable    Fellowship    Club    founded,    to   be    known 

later  as  the  Linonian  Society. 
1768.     Brothers  in  Unity  founded. 
18 1 9.     Calliopean  Society  founded. 

1853.     Occupation  by  Linonia  and  Brothers  of  society  rooms 
in  Alumni  Hall. 
Dissolution  of  Calliope. 
1870.     Linonia  and  Brothers  ceased  to  exist. 
1878.     Attempt  to  revive  Linonia. 
1884.     Pundit  Club  founded.     (Unsuccessful.) 
1 88 7.     Assembly  founded.     (Unsuccessful.) 
1890.     April.     Yale  Union  founded. 

Oct.  I .     Kent  Club  founded  in  Law  School. 
1892.     Jan.  14.     Yale-Harvard  Debate  at  Cambridge. 

Subject :  '•  Resolved,  That  a  young  man  casting 
his  first  ballot  in  1892  should  vote  for  the  nominees 
of  the  Democratic  party." 

Affirmative.  —  Yale  :  W.  P.  Aiken,  W.  E.  Thorns, 
R.  D.  Upton. 

Negative.  —  Harvard  :  G.  P.  Costigan,  A.  P.  Stone, 
R.  C.  Surbridge. 
Presiding  Officer,  Governor  Russell.     No  judges. 
1892.     March  25.     Yale-Harvard  Debate  at  New  Haven. 

Subject:  "Resolved,  That  immigration  to  the 
United  States  be  unrestricted." 

Affirmative.  —  Harvard:  J.  S.  Brown,  F.  W.  Dal- 
linger,  E.  H.  Warren. 


APPENDICES.  187 

Negative. — Yale:  J.  I.  Chamberlain,  T.  Mullally, 
W.  A.  McQuaid. 

Presiding    Officer,    Chauncey    M.    Depew.      No 
judges. 
1893.     Jan.  18.     Yale-Harvard  Debate  at  Cambridge. 

Subject :  "  Resolved,  That  the  power  of  railroad 
corporations  should  be  further  limited  by  national 
legislation." 

Affirmative.  —  Yale :  H.  S.  Cummings,  F.  E.  Don- 
nelly, E.  R.  Lamson. 

Negative.  —  Harvard  :  A.  P.  Stone,  E.  H.  Warren, 
C.  Vrooman. 

Presiding  Officer,  President  Eliot.  Judges,  Profes- 
sor Seligman,  President  Andrews,  Wm.  E.  Barrett. 

Won  by  Harvard. 
1893.     March  15.     Yale-Princeton  Debate  at  Princeton. 

Subject :  "''  Resolved,  That  the  peaceful  annexa- 
tion of  Canada  would  be  beneficial  to  the  United 
States." 

Affirmative.  —  Princeton  :  D.  McColl,  J.  F.  Ewing. 
M.  C.  Sykes. 

Negative.  —  Yale  :  J.  I.  Chamberlain,  W.  D.  Leeper, 
W.  E.  Thoms. 

Presiding  Officer,  Chancellor  McGill.     No  judges. 
1893.     May  2.     Yale-Harvard  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  the  time  has  now  ar- 
rived when  the  policy  of  protection  should  be  aban- 
doned by  the  United  States." 

Affirmative.  —  Yale  :  H.  E.  Buttrick,  G.  L.  Gil- 
lespie, R.  H.  Tyner. 

Negative.  —  Harvard :  F.  W.  Dallinger,  H.  C. 
Lakin,  F.  C.  McLaughlin. 

Presiding  Officer,  President  Dwight.  Judges, 
President  Low,  President  Gates,  Prof.  R.  AL  Smith. 

Won  by  Harvard. 


i88  YALE. 

1894.     Jan.  19.     Yale-Harvard  Debate  at  Cambridge. 

Subject :  "  Resolved,  That  independent  action  in 
politics  is  preferable  to  party  allegiance." 

Affirmative.  —  Yale  :  J.  W.  Peddie,  W.  H.  Cox, 
W.  H.  Clark. 

Negative. — Harvard:  H.  L.  Prescott,  A.  S.  Ap- 
sey,  A.  S.  Hayes. 

Presiding  Officer,  Colonel  Higginson.  Judges,  Pro- 
fessor James,  Carl  Schurz,  General  Walker. 

Won  by  Harvard. 

1894.  April  27.     Yale-Harvard  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  the  members  of  the 
Cabinet  should  be  made  full  members  of  the  House 
of  Representatives." 

Affirmative.  —  Yale :  G.  H.  Baum,  H.  E.  But- 
trick,  H.  H.  Kellogg. 

Negative.  —  Harvard  :  W.  P.  Douglas,  W.  E.  Hut- 
ton,  C.  A.  Duniway. 

Presiding  Officer,  Chauncey  M.  Depevv.  Judges, 
Dr.  Rainsford,  Governor  Brown,  Brander  Matthews. 

Won  by  Harvard. 

1895.  January  18.     Yale-Harvard  Debate  at  Cambridge. 

Subject :  '■'  Resolved,  That  attempts  of  employers 
to  ignore  associations  of  employees,  and  to  deal  with 
individual  workmen  only,  are  prejudicial  to  the  best 
interests  of  both  parties." 

Affirmative.  —  Harvard  :  T.  L.  Ross,  R.  C.  Ring- 
wait,  H.  A.  Bull. 

Negative.  —  Yale :  E.  M.  Long,  W.  H.  Clark, 
C.  G.  Clarke. 

Presiding  Officer,  Ex- Governor  Long.  Judges, 
Judge  Barker,  Professor  Dewey,  Bishop  Lawrence. 

Won  by  Harvard. 
1895.     May  I.     Yale-Princeton  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  the  income  tax  law  of 


APPENDICES.  189 

1894  was,  under  the  circumstances,  a  justifiable 
one." 

Affirmative.  —  Princeton :  W.  F.  Burns,  R.  M. 
McElroy,  B.  L.  Hirshfield. 

Negative.  —  Yale  :  H.  E.  Buttrick,  H.  F.  Rail,  C. 

E.  Clough. 

Presiding  Officer,  Judge  Rowland.  Judges,  Dr. 
Lyman  Abbot,  Laurence  Hutton,  Professor  Cummings. 

Won  by  Princeton. 
1895.     May    10.     Yale-Harvard    Freshman   Debate    at    New 
Haven. 

Subject :  "  Resolved,  that  the  President's  term 
should  be  increased  to  six  years,  and  that  he  should 
be  ineligible  for  re-election." 

Affirmative.  —  Harvard  :  C.  Grille,  C.  E.  Morgan, 
H.  T.  Reynolds. 

Negative.  —  Yale:  C.   E.   Julin,  H.  Bingham,  Jr., 

F.  E.  Richardson. 

Presiding  officer,  Dr.  W.  L.  Phelps.  Judges,  Gov- 
ernor Coffin,  Ex-Governor  Morris,  Professor  Burton. 

Won  by  Yale  Freshmen. 
1895.     Oct.  II.     Yale  Union  occupies  Calliope  Hall. 

October,     Wayland  Club  founded  in  Law  School. 
1895.     Dec.  6.     Yale-Princeton  Debate  at  Princeton. 

Subject :  "  Resolved,  That  it  would  be  wise  to  es- 
tablish in  respect  of  all  State  legislation  of  a  general 
character  a  system  of  Referendum  similar  to  that  es- 
tablished in  Switzerland." 

Affirmative.  —  Princeton :  R.  B.  Perry,  R.  O. 
Kirkwood,  E.  W.  Hamilton. 

Negative.  —  Yale :  C.  U.  Clark,  A.  Rice,  E.  H. 
McVey. 

Presiding  Officer,  Senator  Grey.  Judges,  James  C. 
Carter,  Charles  C.  Beaman,  Francis  L.  Stetson. 

Won  by  Yale. 


I90  YALE. 

1895.  Dec.  1 1 .     Leonard  Bacon  Club  organized  in  the  Divinity 

School. 

1896.  March    12.     Sheffield  Debating   Society  organized   in 

the  Scientific  School. 
1896.     May  I.     Yale-Harvard  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  a  permanent  court  of 
arbitration  should  be  established  by  the  United  States 
and  Great  Britain." 

Affirmative.  —  Harvard :  W.  B.  Parker,  A.  M. 
Sayre,  F.  R.  Steward. 

Negative.  —  Yale :  R.  S.  Baldwin,  W.  H.  Clark, 
A.  R  Stokes,  Jr. 

Presiding  Officer,  Hon.  E.  J.  Phelps.  Judges, 
Elihu  Root,  Albert  H.  Shaw,  W.  H.  Page. 

Won  by  Yale. 

1896.  May  15.    Yale-Harvard  Freshman  Debate  at  Cambridge. 

Subject :  "  Resolved,  That  there  should  be  a  large 
and  immediate  increase  in  the  sea-going  navy  of  the 
United  States." 

Affirmative.  —  Harvard :  P.  G.  Carleton,  W.  H. 
Conroy,  W.  Morse. 

Negative.  —  Yale  :  J.  K.  Clark,  C.  L.  Darlington, 
E.  T.  Noble. 

Presiding  Officer,  Professor  Hart.  Judges,  Pres- 
ident Capen,  Professor  Churchill,  Henry  Clapp. 

Won  by  Harvard  Freshmen. 

1897.  March  26.     Yale- Harvard  Debate  at  Cambridge. 

Subject :  "  Resolved,  That  the  United  States  should 
adopt  definitively  the  single  gold  standard,  and  should 
decline  to  enter  a  Bimetallic  league  even  if  Great 
Britain,  France,  and  Germany  should  be  willing  to 
enter  such  a  league." 

Affirmative.  —  Harvard  :  S.  R.  Wrightington,  G. 
H.  Dorr,  F.  Dobyns. 

Negative.  —  Yale  :  C.  S.  Macfarland,  C.  U.  Clark, 
C.  H.  Studinski. 


APPENDICES.  19  T 

Presiding  Officer,  Governor  Wolcott.  Judges,  Judge 
Aldrich,  Professor  Dewey,  Professor  Giddings. 

Won  by  Yale. 
1897.     May  7.     Yale-Princeton  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  the  power  of  the  Speaker 
of  the  United  States  House  of  Representatives  is  det- 
rimental to  the  public  interest." 

Affirmative.  —  Yale  :  E.  H.  Hume,  H.  W.  Fisher, 
E.  L.  Smith. 

Negative.  —  Princeton :  H.  H.  Yocum,  N.  S. 
Reeves,  R.  F.  Sterling. 

Presiding  Officer,  Hon.  E.  J.  Phelps.  Judges, 
Josiah  Quincy,  Colonel  Waring,  Carroll  D.  Wright. 

Won  by  Princeton. 

1897.  Dec.  3.     Yale-Harvard  Debate  at  New  Haven. 

Subject :  "  Resolved,  That  the  United  States  should 
annex  the  Hawaiian  Islands." 

Affirmative.  —  Harvard  :  W.  Morse,  J.  A.  H.  Keith, 
C.  Grilk. 

Negative.  —  Yale:  H.  A.  Jump,  J.  K.  Clark,  H. 
W.  Fisher. 

Presiding  Officer,  Chauncey  M.  Depew.  Judges, 
Wm.  B.  Hornblower,  J.  J.  McCook,  Professor  Butler. 

Won  by  Yale. 

1898.  Jan.  29.     The  Wigwam  organized. 

1898.     March  25.     Yale-Princeton  Debate  at  Princeton. 

Subject :  "  Resolved,  That  national  party  lines 
should  be  disregarded  in  the  choice  of  councils  and 
administrative  officers  in  American  cities." 

Affirmative.  —  Yale  :  N.  A.  Smyth,  J.  K.  Clark,  C. 
H.  Studinski. 

Negative. — Princeton:  H.  H.  Yocum,  W.  M. 
Schultz,  M.  Lowrie. 

Presiding  Officer,  Ex- President  Cleveland.  Judges, 
J.  F.  Jameson,  Everett  P.  Wheeler,  President  Wilson. 

Won  by  Yale. 


III. 

YALE   PUBLICATIONS,   PAST   AND   PRESENT. 

THE  following  are  the  main  facts  about  each  of  the  peri- 
odicals and  attempts  at  periodicals  of  Yale  students  of 
both  the  past  and  the  present :  — 

Literary  Cabinet. 

Character  —  Literary. 

Appeared — November  15,  1S06. 

Editors  —  Thomas  S.  Grimke',  Jacob  Sutherland,  Leonard  E. 
Wales,  all  of  the  Class  of  1S07. 

Time  of  issue  —  Fortnightly. 

Size  and  price  —  Eight  page,  octavo  size,  $  i  per  year. 

Remarks  —  Published  one  year.  First  Yale  paper.  Last  issue 
in  October,  1807.  No  advertisements.  Profits  given  to  in- 
digent students. 

Atheneum. 

Character  —  Literary. 

Appeared — February  12,  18 14. 

Editors  —  William  B.  Calhoun,  Daniel  Lord,  George  E.  Spru- 
ill,  William  L.  Storrs,  Leonard  Withington,  all  of  the  Class  of 
1814. 

Ti7ne  of  issue  —  Fortnightly. 

Size  and  price —  Eight  page,  octavo  size,  $1  per  year. 

Remarks —  Last  issue  August  6,  18 14. 

The  Microscope. 

Character  —  Literary. 
Appeared — March  21,  1820. 

Editors  —  CorneHus  Tuthill  (1814),  chief  editor.  Editors 
chiefly  graduates. 


APPENDICES.  193 

Time  of  issue —  Semi- weekly. 

Size  and  price —  First,  four  pages,  then  increased  to  eight  octavo 

pages.     Three  cents  per  number.     Afterwards  raised  to  four 

cents. 
Remarks —  Last  issue  Sept.  8,  1820.     First  graduate  magazine. 

Contains  several  poems  of  Percival. 

Yale  Crayon. 

Character  —  Humorous  and  satirical. 
Appeared —  1823. 

Ke7narks  —  Short-lived  magazine.     Death  probably  due  to  its 
attacks  on  the  Faculty. 

Sitting  Room. 

Character  —  Literary. 

Appeared — March  17,  1830. 

Editors  —  Oliver  E.  Daggett,  '28  ;  William  W.  Andrews,  '31. 

Time  of  issue  —  Weekly. 

Size  and  price  —  Four  small  pages.      Six  cents  per  copy,  or 

fifty  cents  per  term. 
Remarks  —  After  six  issues  it  was  merged  into  the  New  Haven 

Palladium,  occupying  under  its  own  title  the  last  page  of  that 

paper,  and  in  this  shape  made  eight  more  appearances.    Last 

issue  July  31,  1830. 

Student's  Companion. 

Character  —  Literary. 

Appeared  —  January,  1 83 1 . 

Editor —  David  F.  Bacon,  '31. 

Tirne  of  issue  —  Monthly. 

Size  and  price  —  56  octavo   pages.      Seventy-five  cents  per 

quarter. 
Remarks  —  Last  issue  May,  1831. 

13 


[94 


YALE. 


Little  Gentleman. 


Character Weakly  satirical. 

Appeared  —  January  i ,  1 83 1 . 

Editors  —  Members  of  Senior  Class  and  of  the  Law  School. 

Time  of  issue  —  Irregular. 

Size  —  Diminutive  i6mo. 

Remarks —  Last  issue  April  29,  1831. 

The  Gridiron. 

Character  —  Weakly  satirical. 
Appeared  —  February,  1 83 1 . 
Editor — John  M.  Clapp,  '31. 
Size  —  32  pages,  12 mo. 
Remarks  —  Four  numbers  published. 

The  Medley. 

Character  —  Literary. 

Appeared  —  March,  1833. 

Editor  —  Henry  W.  Ellsworth,  '34,  chief  editor. 

Tijne  of  issue —  Monthly. 

Size  and  price  —  56   octavo  pages.      Seventy-five  cents  per 

quarter. 
Re??ia?'ks  —  Three  numbers  issued,  the  last  being  June,  1833. 

The  Yale  Literary  Magazine. 

Character  —  Literary. 

Appeared — February,  1836. 

Editors  —  Five  editors  chosen  from  the  Senior  Class. 

Tiine  of  issue  —  Monthly. 

Size  and  price  —  At  least  40  octavo  pages.     $3  per  year. 

Remarks  —  The  "Lit."  is  the  oldest  college  publication.  It 
was  established  through  the  exertions  of  William  T.  Bacon, 
'37.     The  five  original  editors  chosen  from  and  by  the  Class 


APPENDICES.  195 

of  '37  were  :  Edwin  O.  Carter,  Frederick  A.  Coe,  William  M. 
Evarts,  Chester  S.  Lyman,  and  William  S.  Scarborough. 

Yale  Literary  Quidnunc. 

Character  —  Invective. 

Appeared  —  April,  1838. 

Editors  —  Published  anonymously  under  the  name  of  "  Michael 

Lucifer  «&  Company." 
Size  —  40  octavo  pages. 
Remarks  —  Only  two  numbers  published,  the  last  being  June, 

1838.     Most  of  its  pages  were  given  up  to  personal  attacks 

on  the  ''Lit." 

Yale  Banner. 

Character — Catalogue  of  the  College  and  the  societies  and 
miscellaneous  organizations  connected  with  it. 

Appeared — Nov.  5,  184 1. 

Editors  —  Editors  chosen  by  "  Lit."  editors,  who  receive  bids 
for  the  privilege.     First  editor,  William  E.  Robinson,  '42. 

Time  of  issue  —  Annually. 

Size  and  price  —  The  size  varies.     $2  per  year. 

Remarks  —  The  Banner  was  first  printed  after  the  firemen's 
riot,  and  aimed  to  be  the  mouthpiece  of  the  students.  Then 
intended  to  be  published  weekly,  but  with  Number  5  of 
Volume  L  its  purpose  was  changed.  Edited  anonymously 
until  1879,  and  appeared  as  a  four  page  sheet  till  1865. 

Collegian. 

Character  —  Literary. 

Appeared — December  i,  1841. 

Editor  —  Edited  by  "  E.  H." 

Time  of  issue  —  Intended  to  be  fortnightly. 

Size  and  price  —  Single  four  page  sheet.     Six  cents. 

Remarks  —  Only  one  number  issued. 


196  YALE. 

Yale  Banger. 

Character  —  Published  by  the  Sophomore  society  of  Kappa 
Sigma  Theta,  attacking  its  rivals  and  the  College  world  in 
general. 

Time  of  issue  —  Published  annually  in  the  Fall  of  the  six  years 
1845-1850,  and  the  spring  of  1852. 

Size  —  Single  four  page  sheet. 

Gallinipper. 

Character  —  Devoted  to  personal  abuse  of  Faculty  and  indi- 
vidual students. 
Appeared  ■ —  February,  1846. 
Editors  —  Edited  anonymously. 
Time  of  issjie —  Issued  at  various  intervals. 
Remarks  —  Last  issue  February,  1858. 

College  Cricket. 
Character  —  Literary. 
Appeared — April,  1846. 
Editors  —  Edited  anonymously. 
Size  —  Single  four  page  sheet. 
Remarks  —  Only  one  number  printed. 

City  of  Elms. 

Character  —  Literary. 
Appeared — June  3,  1846. 
Editors  —  Edited  anonymously. 
Size  —  Single  four  page  sheet. 
Retnarks  —  Only  one  number  printed. 

Hornet. 

Appeared —  December,  1847. 

Editors  —  Issued  by  the  Freshmen  of  '51  to  "sting  their  Sopho- 
more oppressors." 
Size  —  Single  four  page  sheet. 


APPENDICES.  197 

Tomahawk. 

Character  —  Published  by  the  Sophomore  society  of  Alpha 
Sigma  Phi,  attacking  its  rivals  and  the  College  world  in 
general. 

Ti7ne  of  issue  —  Five  numbers  published,   the  first   being   in 

1847. 
Size  —  Single  four  page  sheet. 

Battery. 

Character  —  Published  by  the  Freshman  society  of  Delta  Kappa, 

attacking  its  rivals  and  oppressors. 
Time  of  issue  —  Only  one  issue,  February,  1850. 
Size  —  Single  four  page  sheet. 

Arbiter. 

Character — Published  in  1853  after  the  Sophomore-Freshman 
football  game  "  in  interest  of  impartial  justice,"  to  defend  the 
claim  of  the  Freshmen. 

Meerschaum. 

Appeared — January  23,  1857. 
Editors  —  Edited  anonymously. 
Size  —  Eight  small  pages. 

Remarks  —  The  paper  was  pointless,  and  issued  without  expec- 
tation of  appearing  a  second  time. 

Yale  Review. 

Character  —  Critical. 

Appeared —  February,  1857. 

Editors  —  Edited  anonymously. 

Remarks  —  Only  three  numbers  issued,  February,  March,  De- 
cember, 1857.  It  abused  Senior  societies  and  criticised  the 
"Lit."     "  A  vehicle  for  the  criticism  of  the  pretentious  and 


198  YALE. 

conceited  literature  of  the  College."     Last  number  Decem- 
ber, 1857. 

Excuse  Paper. 

Appeared — January,  i860. 

Editors  —  Edited,  it  declares,  "  by  men  from  every  class  in 

College." 
Size  —  Eight  small  pages. 
Remarks  —  Pointless.     No  second  number  issued. 

University  Quarterly. 

Character  —  Literary. 

Appeared  —  January,  i860. 

Editors  —  Flavius  J.  Cook,  '62,  was  the  originator,  and  thirty- 
eight  Yale  men  were  connected  with  the  enterprise,  several 
of  whom  were  "Lit."  editors. 

Time  of  issue  —  Quarterly. 

Size  —  About  200  pages  per  issue. 

Remarks  —  Last  number,  October,  1861.  This  was  the  most 
elaborate  enterprise  ever  undertaken  in  the  way  of  college 
journalism.  The  Quarterly  was  to  be  made  up  of  news,  local 
sketches,  reformatory  thought,  and  literary  essays  from  all  the 
principal  seats  of  classical  and  professional  learning.  Twenty- 
eight  institutions  were  represented  in  the  Association  which 
published  it. 

Bulletin  Catalogue. 

Character  —  Catalogue  of  the  College,  and  the  societies  and 
miscellaneous  organizations  connected  with  it.  Its  object 
was  "  to  preserve  in  a  neat  and  convenient  form  the  com- 
bined wisdom  of  the  College  Catalogue,  Banner,  and  '  Lit.' " 

Appeared —  November,  1863. 

Editors  —  Edited  anonymously,  probably  by  Seniors. 

Size  —  32  pages. 

Remarks  —  Only  one  number  edited. 


APPENDICES.  199 

The  Yale  Pot  Pourri. 

Character  —  Catalogue  of  the  College,  and  the  societies  and 
miscellaneous  organizations  connected  with  it. 

Appeared —  1865. 

Editors  —  Published  by  Seniors  in  the  society  of  Scroll  and 
Key. 

Time  of  issue  —  Annually. 

Size  and  price  —  Size  varies.     ^1.50  per  year. 

Yale  Courant. 

Character  —  Literary. 

Appeared —  November  25,  1865. 

Editors  —  Five  editors  chosen  by  competition  from  the  incom- 
ing Senior  class. 

Time  of  issue.  —  Fortnightly. 

Size  and  price  —  Size  varies.     $2  per  year. 

Remarks  —  The  Courant  was  the  first  successful  College  news- 
paper. It  was  at  first  published  weekly  by  a  board  of 
graduate  and  undergraduate  editors  giving  the  news  of  the 
College  and  also  printing  stories  and  poetry.  The  Cour- 
ant went  through  various  changes.  In  1867  the  name  was 
changed  to  the  College  Courant.  In  May,  1870,  the  under- 
graduate editors  persuaded  the  publishers  to  print  their  de- 
partment on  a  separate  sheet  under  the  name  of  the  Yale 
Courant.  In  the  fall  of  1870,  the  Yale  Courant  started  on 
an  independent  basis.  In  1876,  published  fortnightly  on 
alternate  Saturdays  with  the  Yale  Record.  In  1886,  dropped 
news  department  almost  entirely.  In  1897,  it  was  made 
smaller  in  size,  and  now  appears  bi-weekly  in  the  same  form 
as  the  original  Chapbook. 

Yale  Index. 

Character  —  Catalogue  of  the  College,  and  the  societies  and 
miscellaneous  organizations  connected  with  it. 


200  YALE. 

Appeared — June  30,  1869. 

Editors  —  Seniors. 

Time  of  issue  —  Annually,  at  the  end  of  the  second  term. 

Size  and  price —  28  quarto  pages.     30  cents. 

Remarks  —  Contained  no  advertisements. 

Yale  Naughtical  Almanac. 

Character  —  Burlesque.     Illustrated. 
Appeared —  1872-75. 
Editors  —  Edited  anonymously. 
Size  and  price  —  45  pages.     Price  35  cents. 
Remarks  —  It  was  a  burlesque  almanac  issued  for  the  purpose 
of  attacking  the  Faculty  and  student  institutions. 

Yale  Record. 

Character  —  Humorous. 

Appeared — September  11,  1872. 

Editors — Editors  chosen  by  competition  from  both  Sheffield 
and  Academic  Departments. 

Time  of  issue  —  Fortnightly. 

Size  and  price  —  Size  varies.     $2.50  per  year. 

Remarks  —  The  Record  was  originally  a  newspaper,  and  was 
started  in  opposition  to  the  Courant  as  a  strictly  college 
paper  to  represent  all  departments.  It  was  published  weekly, 
eight  pages.  In  1876  published  fortnightly.  At  the  retire- 
ment of  the  '86  Board  the  illustrated  department  was  added, 
and  the  paper  became  more  of  a  humorous  publication.  In 
1890  it  became  entirely  a  humorous  paper. 

Yale  News. 

Character  —  College  newspaper. 
Appeared — January  28,  1878. 

Editors  —  Nine  editors  chosen  by  competition  from  each  class 
during  the  first  two  and  a  half  years  of  their  college  course. 


APPENDICES.  201 

Time  of  issue  —  Daily. 

Size  and  price  —  Four  pages  1 1^  by  I5><.     $4  per  year. 

Remarks  —  Price  of  first  six  issues  (size  6  by  10)  five  cents. 
Then  three  cents  for  the  next  six.  The  paper  was  then 
doubled  in  size,  and  the  price  lowered  to  two  cents.  The 
paper  was  discontinued  on  June  19,  1878,  and  was  revived 
again  January  9,  1879,  as  a  7  by  10  sheet,  price  three  cents. 
It  has  been  enlarged  four  times  since,  —  in  1881,  1884,  i8gi, 
and  1898.  Published  anonymously  for  first  few  months  of 
existence. 

Yale  Year  Book. 

Character  —  Contained  lists  of  societies,  students,  and  all  stu- 
dent organizations. 

Appeared — First  issue  June  19,  1878.  A  second  edition  was 
issued  on  June  25th. 

Price  —  Ten  cents  a  copy. 

Yale  Critic. 

Character  —  Humorous.     Illustrated. 
Appeared — March  24,  1882. 
Remarks  —  Died  after  a  few  issues. 

Yale  Quip. 

Character —  Humorous.     Illustrated. 
Appeared — April,  1884. 
Remarks —  Died  after  a  few  issues. 

Yale  Alumni  Weekly. 

Character  —  Newspaper  in  the  field  of  the  affairs  of  Yale  and 
the  doings  of  Yale  graduates. 

First  appeared  —  Fall  of  i8gi. 

Editors  —  At  first  two  editors  of  the  News,  chosen  from 
Senior  Board.  In  the  winter  of  1895,  ^  graduate  editor  and 
graduate  associate  editor  were  appointed,  with  whom  the 


202  YALE. 

Senior  News  editors  worked.  In  the  summer  of  1896,  the 
paper  was  placed  entirely  under  the  control  of  graduate 
editors,  working  under  the  direction  of  an  advisory  board 
of  graduates.  News  editors  are  always  connected  with  the 
paper. 

Time  of  issue  —  Weekly  during  academic  year,  and  all  minor 
vacations,  with  one  issue  in  July,  and  one  in  September. 

Size  —  At  first  four  pages  of  size  of  News.  Increased  to  eight 
pages  in  January,  1895,  and  since  then  usually  of  eight  pages, 
but  not  infrequently  of  ten,  twelve,  or  sixteen,  with  twenty  to 
thirty  for  Commencement.  Price  was  first  $2.  In  the  fall 
of  1896  it  was  increased  to  ^2.50,  and  in  the  fall  of  1898  to 
^3.00. 

Remarks  —  The  Weekly  has  no  official  connection  with  the 
College,  and  is  on  an  independent  editorial  and  financial 
footing.  It  is  managed  by  the  graduates  in  the  interests  of 
the  University  and  the  graduates.  Its  circulation  in  the 
year  1897-98  was  over  four  thousand,  and  it  is  estimated  to 
come  under  the  eye  of  six  or  seven  thousand  of  the  ten 
thousand  graduates  of  Yale. 

Yale  Law  Journal. 
Character  —  Legal. 
Appeared  —  October,  1 89 1 . 
Editors  —  Published  by  students  of  the  Law  School.      The 

editors  are  chosen  by  competition. 
Time  of  issue  —  Monthly. 
Size  and  price —  Size  varies.     $2  per  year. 

AssocLATiON  Record. 

Character  —  Records  of  the  Y.  M.  C.  A. 

Appeared —  1891. 

Editors  —  The  Y.  M.  C.  A. 

Time  of  issue —  Annually. 

Size  and  price  —  Size  varies.     Sent  free  to  all  members. 


APPENDICES. 


203 


Remarks  —  The  name  was  originally  the  Association  Quarterly, 
and  it  was  published  four  times  a  year.  The  nanae  was 
changed  to  Record  in  1893,  and  the  publication  was  changed 
to  an  annual. 

Yale  Shingle. 

Character  —  Records  and  souvenirs  of  the  Law  School  Seniors. 

Appeared —  1893. 

Editors  —  Published  by  members  of  the  Senior  Class  of  the 

Law  School. 
Time  of  issue  —  Annual. 
Size  and  price  —  Size  varies.     $1.25  per  year. 

Yale  Scientific  Monthly. 

Character  —  Literary  and  scientific. 
Appeared —  1894. 
Editors  —  Chosen  by  competition. 
Time  of  issue  —  Monthly. 
Price —  $2.50  per  year. 

Remarks  —  Only  publication  edited  and  published  by  students 
of  the  Sheffield  Scientific  School. 

Yale  Medical  Journal. 

Character  —  Literary  and  medical. 

Appeared —  1S94. 

Editors  —  Five  editors  chosen  from  Senior  class  by  election 

based  on  competitive  work. 
Time  of  issue  —  Monthly. 

Senior  Class  Book. 

Character  —  Statistical, 

Editors  —  Published  by  the  class  statisticians   of  the  Senior 

Class  of  the  Academic  and  Sheffield  Departments. 
Size  and  price  —  Varies. 


IV. 

YALE   SOCIETIES. 

THE  following  is  a  list  of  the  societies  of  Yale  of  the  past 
and  the  present,  arranged  in  the  order  of  their  founda- 
tion, with  a  few  important  facts  of  the  history  and  character  of 
each : 

SECRET   SOCIETIES. 
Senior  Academic. 

Skull  and  Bones.  —  Founded  in  1832.  Senior  society.  Fif- 
teen members  elected  from  each  incoming  Senior  class  in  May 
of  Junior  year.     Society  hall  erected  in  1856  on  High  Street. 

Scroll  and  Key. —  Founded  in  1842.  Senior  society.  Fif- 
teen members  elected  from  each  incoming  Senior  class  in  May 
of  Junior  year.     Society  hall  erected  in  1869  on  College  Street. 

Sword  and  Crown.  —  A  short-lived  Senior  society  of  fifteen 
members,  known  to  have  existed  in  1843. 

Star  and  Dart.  —  Founded  in  1843,  went  out  of  existence  in 
185 1.  Senior  society.  Fifteen  members  (if  as  many  would 
accept  elections)  chosen  from  each  incoming  Senior  class. 

Spade  and  Grave.  —  Founded  in  1864.  Went  out  of  exis- 
tence in  1869.  Senior  society.  Fifteen  men  elected  from 
the  incoming  Senior  class  on  the  "  Thursday  before  Presenta- 
tion Day  "  of  each  year.  The  society  had  rooms  in  the  Lyon 
Building  on  Chapel  Street. 

Wolffs  Head.  —  Founded  in  1883.  Senior  society.  Fifteen 
members  elected  from  each  incoming  Senior  class  in  May  of 
Junior  year.     Society  hall  erected  in  1883  on  Prospect  Street. 


APPENDICES.  205 

Junior  Academic. 

Alpha  Delta  Fhi  (Yale  chapter).  —  Established  in  i  S3 6  as  a 
Junior  society.  In  1873,  after  internal  dissensions,  it  gave  up 
its  charter.  Re-organized  in  1888  as  a  three  year  society. 
Changed  to  a  Junior  society  in  1895.  Membership  —  thirty- 
five,  chosen  as  follows:  at  the  end  of  Sophomore  year, 
twenty-five ;  at  the  beginning  of  Junior  year,  six ;  at  the  close 
of  Junior  year,  three  ;  and  in  Senior  year,  one.  Society  hall 
erected  in  1894  and  1S95  on  Hillhouse  Avenue. 

Psi  Upsilon  (Beta  chapter).  —  Established  in  1838,  as  a 
Junior  society.  Membership  the  same  as  Alpha  Delta  Phi. 
Society  hall  erected  in  1870  on  High  Street.  Enlarged  in 
1896. 

Delta  Kappa  Epsilon  (Phi  chapter).  —  Established  in  1844, 
as  a  Junior  society.  Membership  the  same  as  Alpha  Delta 
Phi  and  Psi  Upsilon.  Society  hall  erected  in  186 1  on  York 
Street.     Enlarged  in  1896. 

(Until  the  recent  campaign  agreements  between  the  three 
above-mentioned  societies  the  membership  in  each  was  very 
irregular  in  its  numbers,  varying  from  twenty  to  fifty.) 

Zeta  Psi  (Eta  chapter). —  Established  in  1888  as  a  Junior 
society.  From  ten  to  fifteen  chosen  at  end  of  Sophomore  year 
and  five  or  six  later.  Society  hall  on  York  Street  erected  in 
1890-91.     New  hall  built  on  old  site  in  1898-99. 

Sophomore  Academic. 

Kappa  Sigma  Theta.  —  Founded  in  1838,  went  out  of  exis- 
tence in  1858.  Sophomore  society.  Rooms  in  Townsend's 
Block. 

Alpha  Sigma  Phi.  —  Founded  in  1846,  went  out  of  existence 
in  1864  by  decree  of  Faculty.     Sophomore  society. 

Phi  Theta  Psi.  —  Founded  in  1 864,  after  the  death  of  Alpha 
Sigma  Phi,  by  the  pledged  men  of  Psi  Upsilon  in  the  Class  of 
'67.      Membership   unHmited.     Sophomore   society.     Rooms 


2o6  YALE. 

were  in  the  Cutler  Building,  corner  of  Church  and  Chapel 
Streets,  and  afterwards  (1870)  in  the  Lyon  Building.  Abol- 
ished in  1875. 

Delta  Beta  XL  —  Founded  in  1864,  after  the  death  of  Alpha 
Sigma  Phi,  by  the  pledged  men  of  Delta  Kappa  Epsilon  in 
the  Class  of  '67.  Sophomore  society,  membership  unlimited. 
Rooms  were  in  Townsend's  Block.     Abolished  in  1875. 

'H  BouAr;.  —  Founded  in  1875.  Sophomore  society.  Seven- 
teen members  chosen  from  each  incoming  Sophomore  class,  in 
May  of  Freshman  year.     Rooms  on  Chapel  Street. 

Alpha  Kappa. — Founded  in  1878.  Sophomore  society. 
Twenty-five  members.     Died  in  1879. 

Eta  Phi.  —  Founded  in  1879.  Sophomore  society.  Seven- 
teen members,  chosen  from  each  incoming  Sophomore  class  in 
May  of  Freshman  year.     Rooms  on  Church  Street. 

Beta  Chi.  —  Founded  in  1883.  Sophomore  society.  Abol- 
ished in  1884-85. 

Kappa  Psi. — Founded  in  1895.  Sophomore  society.  Fif- 
teen members  chosen  from  each  incoming  Sophomore  class,  in 
May  of  Freshman  year,  and  two  members  chosen  in  October 
of  Sophomore  year.     Rooms  on  Church  Street. 

Freshman  Academic 

Kappa  Sigma  Epsilon.  —  Founded  in  1840.  Died  by  decree 
of  the  Faculty  in  November,  1880.  Freshman  society.  About 
twenty  men  were  at  first  chosen  from  each  Freshman  class, 
but  later  each  class  was  divided  among  Kappa  Sigma  Epsilon, 
Delta  Kappa,  and  Gamma  Nu.  Rooms  were  in  the  Collins 
Building  on  Chapel  Street. 

Delta  Kappa.  —  Founded  in  1845.  Died  by  decree  of  the 
Faculty  in  November,  1880.  Freshman  society.  Divided  class 
with  Kappa  Sigma  Epsilon  and  Gamma  Nu,  after  latter's  estab- 
lishment.    Rooms  were  on  Chapel  Street  near  Church. 

Sigma  Delta.  —  Founded  in  1849,  ^'^^  i^  i860.  Freshman 
society. 


APPENDICES.  207 

Gamma  Nu.  —  Founded  in  1855;  died  a  natural  death  in 

1889.  Freshman  society.  Divided  class  with  Kappa  Sigma 
Epsilon  and  Delta  Kappa.  After  their  death  was  principally  a 
debating  society.  Rooms  were  in  Lyon  Building ;  later  in 
Insurance  Building. 

Sigma  Nu.  —  Founded  in  1888.     Went  out  of  existence  in 

1890.  Freshman  society. 

Four  Year  Academic. 

Beta  Theta  Pi,  —  Founded  in  1891.  Academic  society. 
Members  chosen  from  the  four  classes  of  the  Academic 
Department. 

Phi  Kappa  Sigma.  —  Founded  in  1896.  Academic  society. 
Members  chosen  from  the  four  classes  of  the  Academic 
Department. 

Scientific. 

Berzeliiis.  —  Founded  in  1848.  Membership  varies  some- 
what, but  about  ten  men  are  chosen  from  the  incoming  Junior 
class  in  May,  of  Freshman  year,  with  occasional  elections 
in  Junior  and  Senior  year.  Society  hall  on  Prospect  Street, 
erected  in  1877.  Society  dormitory.  The  Colony,  on  Hillhouse 
Avenue,  erected  in  1898. 

Book  and  Snake.  —  Founded  in  1863.  Membership  varies 
somewhat ;  but  generally  from  ten  to  fifteen  men  are  taken 
from  the  incoming  Junior  class  in  May  of  the  Freshman  year, 
with  occasional  elections  in  Junior  and  Senior  years.  Society 
hall,  corner  of  High  and  Grove  streets,  planned  for  erection 
in  1899.  Society  dormitory,  The  Cloister,  corner  of  Grove 
Street  and  Hillhouse  Avenue,  erected  in  1888. 

Theta  Xi  (Beta  chapter).  —  EstabHshed  in  1865.  Member- 
ship not  over  fifteen  a  year.  Society  rooms,  in  1888  on 
Chapel  Street,  above  Park ;  then  moved  to  43  College  Street, 
and  finally  to  81  Church.  Does  not  appear  in  Banner  of 
1898-99. 


208  YALE. 

Ddta  Psi  (Sigma  chapter).  —  Established  in  1868.  Member- 
ship about  ten  men,  taken  in  December  of  Freshman  year, 
with  occasional  elections  in  Junior  and  Senior  years.  Society 
hall,  corner  of  College  and  Wall  Streets,  erected  in  1885. 
Society  dormitory,  St.  Anthony's,  adjoining  hall  on  College 
Street,   erected  in   1893. 

Chi  Phi  (Yale  chapter).  —  Established  in  1878.  Member- 
ship varies ;  about  ten  men  elected  from  Freshman  Class. 
Society  hall,  formerly  at  corner  of  York  and  Wall  Streets. 
Present  dormitory,  York  Hall,  and  society  hall,  96  Wall 
Street. 

Theia  Delta  C/// (Epsilon  Deuteron  chapter).  —  Established 
in  18S7.  Society  house  and  hall,  36  Elm  Street.  Member- 
ship varies. 

Delta  Phi  (Yale  chapter).  —  Established  in  1889.  Member- 
ship, twelve  men  chosen  in  December  of  Freshman  year. 
Society  house,  St.  Elmo  Hall,  iii  Grove  Street,  erected 
in  1895. 

Alpha  Chi.  —  Established  in  the  seventies.  Freshman  so- 
ciety.    It  continued  for  a  few  years. 

University. 

Phi  Gamma  Delta.  —  Founded  in  1875.  Re-established  in 
1888.     University  society.     Members  from  all  departments. 

Law  School. 

Corbey  Court  (Waite  chapter  of  Phi  Delta  Phi). — The 
Waite  Chapter  of  the  Law  School  Fraternity,  Phi  Delta  Phi, 
was  established  at  Yale  in  1886  as  a  Senior  society.  In  1S90 
it  united  with  the  Junior  society  of  Corbey  Court  under  the 
latter's  name.  Membership  from  all  classes.  Rooms,  83  Elm 
Street. 

Book  and  Gavel.  —  Founded  in  1890.  Membership  the 
same  as  Corbey  Court. 


APPENDICES.  209 

Medical  School, 

Skull  and  Scepter.  —  Twelve  to  fifteen  members  from  all 
four  classes  of  the  Medical  School. 

Delta  Epsilon  Iota.  —  Twelve  to  fifteen  members  from  all 
four  classes  of  the  Medical  School. 

LITERARY   AND   SCHOLARSHIR 

Phi  Beta  Kappa.  —  Alpha  of  Connecticut,  organized  in 
November,  17S0,  to  encourage  scholarship.  The  requirements 
for  admission  have  varied  from  time  to  time.  Originally  all 
those  who  received  an  oration  appointment  or  over  were  mem- 
bers. Then  the  society  was  limited  to  those  receiving  high 
orations.  At  present  only  those  who  receive  philosophical 
orations  for  two  years'  work  are  eligible.  In  1898  a  roorfi 
was  handsomely  fitted  up  for  the  society  in  White  Hall  by  a 
graduate  who  withheld  his  name.  Meetings  are  held 
bi-weekly. 

Chi  Delta  Theta.  —  Established  by  Prof.  James  L.  Kingsley, 
in  182 1,  to  encourage  literary  as  distinguished  from  scholastic 
ability.  Originally  about  one  fourth  of  the  Senior  class  were 
annually  elected  members.  It  was  not  a  rival  of  Phi  Beta 
Kappa,  and  many  belonged  to  both  societies.  It  died  in 
1843-44.  In  1868  it  was  revived  by  the  editors  of  the  "Yale 
Literary  Magazine  "  as  an  institution  connected  with  that  paper. 
All  "  Lit."  editors  are  members,  and  in  addition  two  or  three 
Seniors  are  elected  annually  who  have  shown  interest  in  con- 
tributing to  the  magazine.     Its  rooms  are  in  White  Hall. 

Sigma  Xi.  —  The  Yale  chapter  of  a  scientific  fraternity,  with 
chapters  at  Cornell,  Stevens,  Rutgers,  Rensselaer,  and  Union. 
Members  are  chosen  from  all  departments  of  the  University  for 
interest  in  scientific  research,  not  necessarily  for  general  high 
standing.  The  society  was  founded  in  1886,  at  Cornell,  by 
Prof.  H.  S.  Williams,  Yale,  '68  S.  The  Yale  chapter  was 
established  in  March,  1895. 

14 


V 


CONDENSED   DATA   OF   YALE'S   VOLUNTARY, 
ORGANIZED   RELIGIOUS   WORK. 

1879.  In  the  fall  of  this  year  members  of  the  Class  of  '80,  with 
the  co-operation  of  Dr.  Barbour,  the  College  Pastor, 
and  Professor  Northrop,  organized  the  Yale  Christian 
Social  Union,  the  first  voluntary  organized  union  of 
Christian  men  of  all  classes. 

188 1.  Upon  the  return  of  Charles  E.  Loughridge,  '83,  from  the 

International  Convention  of  the  Young  Men's  Chris- 
tian Association  at  Cleveland,  the  Yale  Christian 
Social  Union  was  re-organized  into  the  Yale  Young 
Men's  Christian  Association. 

1882.  In  the  spring  of  this  year  the  idea  of  a  building  on  the 

campus  for  the  religious  uses  of  the  students  was 
first  proposed.  Subscriptions  amounting  to  about 
eighteen  thousand  dollars  were  pledged  for  the 
erection  of  such  a  building,  and  when  the  building 
was  erected  by  Mr.  and  Mrs.  Monroe  nearly  all 
these  pledges  were  transferred  to  a  fund  "  for  the 
reference  library  and  kindred  objects  connected 
with  the  usefulness  of  the  building." 

1883.  The   first   convention   of  the    College  Associations  of 

New  England  was  held  at  Yale  in  February. 

1884.  Mr.  and  Mrs.  Elbert  B.  Monroe  offered  to  erect  on  the 

campus,  in  fulfilment  of  the  wishes  of  their  uncle, 
the  late  Frederick  Marquand,  a  building  primarily 
for  the  use  of  the  Y.  M.  C.  A.  and  for  other  religious 
uses  of  the  students. 


APPENDICES.  211 

1885.  Ground   was  broken  for  this  building  in  July.     The 

name  of  Dwight  Hall  was  given  to  it  in  memory  of 
Timothy  Dwight,  President  of  Yale  College  from 
1795  to  1817. 

1886.  As  the  administration  of  the  growing  work  of  the  Y.  M. 

C.  A.  had  proved  a  heavy  burden  upon  its  President, 
if'Tras  thought  best  to  secure  the  undivided  attention 
and  effort  of  a  general  secretary,  who  should  be  a 
recent  graduate  and  might  be  elected  annually.  Mr. 
Chauncey  VV.  Goodrich,  '86,  was  chosen  to  be  the 
first  General  Secretary,  and  filled  the  position  during 
the  year  1886-1887. 
1886.  On  October  17,  Dwight  Hall  was  formally  opened  and 
dedicated. 

1886.  The  Dwight  Hall  lecture  course  was  established. 

1887.  The  Fifth  Annual  Conference  of  the  College  Y.  M.  C. 

A.'s  was  held  at  Yale  on  February  18. 

1887.  Mr.  William  L.  Phelps,  '87,  served  as  General  Secretary 

during  the  year  1887-1888. 

1888.  The   Yale    Alission    was   founded    during   this    year. 

Rooms  were  rented  in  Washington  Hall  on  Grand 
Avenue  and  services  held.  The  work  reached  many 
of  the  worst  class  in  the  city. 

1888.  Mr.  A.  Alonzo   Stagg,  '88,  succeeded  Mr.  Phelps  as 

General  Secretary,  and  filled  the  position  for  two 
years,  1S88-1890. 

1889.  A  boys'  club  was  organized  in  the  spring  of  this  year 

by  members  of  the  Class  of  '92  and  called  the  Grand 
Avenue  Boys'  Club.     Information  Bureau  organized. 

1890.  Mr.  Clifford  W.  Barnes,  '89,  was  chosen  General  Secre- 

tary and  served  until  1892. 
1890.     In  the  spring  the  Boys'  Club  joined  with  the  Associa- 
tion of  Christian  Workers  in  the  United  States  and 
Canada.     It  was  decided  that  each  successive  Fresh- 
man class  should  take  charge  of  the  club. 


212  YALE. 

189 1.  The  Woolsey  Club  was  organized  to  bring  the  claims 
of  the  ministry  before  Yale  students  and  help  them 
to  decide  intelligently  whether  they  should  choose 
this  as  their  profession. 

1891.  When  the  Class  of '94  took  charge  of  the  Boys'  Club 

they  took  a  room  on  Orange  Street  and  changed  the 
name  of  the  club  to  the  University  Boys'  Club. 

1892.  Mr.   Henry   T.    Fowler,  '90,  was   chosen   as    General 

Secretary  for  the  years  1892-1894. 

1893.  In  December  the  Boys'  Club  again  changed  its  rooms 

and  went  to  Welcome  Hall  on  Oak  Street. 

1893.  On    November    19    the  Yale  Mission   was   moved   to 

215  East  Street. 

1894.  Mr.    William    H.    Sallmon,    '94,   was   chosen   General 

Secretary,  and  filled  the  position  until  1897. 

1895.  Rooms  were  secured  during  the  summer  at  134  Col- 

lege Street  for  the  use  of  the  Scientific  Department. 

1896.  On  Sunday,  October  18,  the  tenth  anniversary  of  the 

dedication  of  Dwight  Hall  was  celebrated  by  special 
services,  which  were  in  charge  of  the  Graduate  Advi- 
sory Committee. 

1896.  While  the  Class  of  igoo  had  charge  of  the  Boys'  Club 

they  made  changes  in  conducting  it,  forming  inner 
clubs  which  met  in  their  own  room  one  evening  each 
week.  After  holding  a  business  meeting,  these 
classes  were  taught  certain  branches  of  industrial 
work,  such  as  drawing,  basket-weaving,  chair-caning, 
Venetian  iron  work,  and  mat  making. 

1897.  In   the   spring  of  this  year    Mrs.   W.    F.   Cochran   of 

Yonkers,  N.  Y.,  gave  the  house  and  lot  at  138  Col- 
lege Street  for  the  use  of  the  Scientific  Department. 
97.     Mr.  Thomas  F.  Archbald,  '96,  was  chosen  as  General 
Secretary,  and  served  one  year, 

1898.  Twenty-seven  men    attended  the   Third    International 

Convention  of  the  Student  Volunteer  Movement  for 


APPENDICES.  213 

Foreign  Missions,  held  in  Cleveland,  Ohio,  February 
23-27. 
1898.    The  Yale  Mission  took  temporary  rooms  at  785  Grand 

Avenue. 

1898.     At  the  annual  meeting  of  the  Yale  Y.  M.  C.  A.  it  was 
voted  that  the   Association   be  legally   incorporated 
under  the  statutes  of  the  State  of  Connecticut. 
Mr.  Henry  B.  Wright,  '98,  was  chosen  to  succeed  Mr. 
Archbald  as  General  Secretary. 

1898.  A  new  departure,  tried  in  the  spring,  which  was  very 
successful,  was  the  holding  of  song  services  in  the 
vicinity  of  Grand  Avenue. 

1898.  In  the  fall  of  this  year  ground  was  broken  for  the 
erection  of  a  new  mission  building,  on  Franklin 
Street  near  Grand  Avenue,  which  was  completed 
Dec.  15,  at  an  expense  of  eight  thousand  dollars. 


PART  II 
THE  YALE  CLASS  ROOMS 

By    lewis   SHELDON    WELCH 

AND   OTHERS 


COMMENCEMENT   ODE. 

By  EDMUND   CLARENCE   STEDMAN,  Yale,  '53. 

Written  for  the  new   Commencement  Exercises,  instituted  in    1895,  and 
sung  at  that  time  to  music  by  Prof.  Horatio   VV.  Parker. 


H 


"  ARK  !  through  the  archways  old 
High  voices  manifold 
Sing  praise  to  our  fair  Mother,  praise  to  Yale  ! 

The  Muses'  rustling  garments  trail ; 
White  arms,  with  myrtle  and  with  laurel  wound, 

Bring  crowns  to  her,  the  Crowned ! 
Youngest  and  blithest,  and  awaited  long, 
The  heavenly  maid,  sweet  Music's  child  divine, 
With  golden  lyre  and  joy  of  choric  song 
Leads  all  the  Sisters  Nine. 


IL 

In  the  gray  of  a  people's  mom, 

In  the  faith  of  the  years  to  be, 
The  sacred  Mother  was  born 
On  the  shore  of  the  fruitful  sea  ; 
By  the  shore  she  grew,  and  the  ancient  winds  of  the  East 
Made  her  brave  and  strong,  and  her  beauteous  youth  increased 
Till  the  winds  of  the  West,  from  a  wondrous  land, 
From  the  strana  of  the  setting  sun  to  the  sea  of  her  sunrise 
strand, 


2i8  YALE. 

From  fanes  which  her  own  clear  hand  hath  planted  in  grove 

and  mead  and  vale, 
Breathe  love  from  her  countless  sons  of  might  to  the  Mother 

—  breathe  praise  to  Yale. 

III. 

Mother  of  Learning !  thou  whose  torch 
Starward  uplifts,  afar  its  light  to  bear,  — 
Thine  own  revere  thee  throned  within  thy  porch, 
Rayed  with  thy  shining  hair. 
The  youngest  know  thee  still  more  young,  — 
The  stateliest,  statelier  yet  than  prophet-bard  hath  sung. 
O  mighty  Mother,  proudly  set 

Beside  the  far-inreaching  sea. 
None  shall  the  trophied  Past  forget 
Or  doubt  thy  splendor  yet  to  be  ! 


CHAPTER   I. 

YALE,   THE   COLLEGE   AND   UNIVERSITY. 

IT  is  an  ambitious  scheme  to  try  to  indicate,  in  the 
hmits  of  such  a  volume  as  this,  the  plan  and  methods 
of  the  strictly  educational  work  of  the  University  of 
Yale.  But  it  is  well  at  least  to  suggest  some  points  of 
it  not  usually  included  in  catalogues  and  reports. 

The  general  stand  of  Yale  is  perfectly  well  known. 
That  her  educational  system  has  been  progressive  in 
the  last  twenty  years  is  plain  enough ;  that  it  is  very  con- 
servatively so,  is  also  very  plain.  The  New  Haven  Uni- 
versity stands  midway.  She  has  become  a  university, 
but  she  has  also  not  ceased  to  retain  in  her  Academic 
Department  the  old  college  idea.  Many  have  plunged 
far  beyond  her  in  the  course  of  free  election,  but  she 
here  holds  and  applies  the  theory  that  the  young  man 
who  comes  to  her  needs  to  be  guided  in  the  groundwork 
of  his  education  for  at  least  half  of  his  course. 

A  demonstration  of  Yale's  combination  of  the  College 
and  the  University  was  given  by  one  of  the  liberal  minds 
on  the  Yale  Faculty,  in  a  speech  at  an  Alumni  dinner,  a 
part  of  which  has  already  been  quoted  in  another  part 
of  the  book.  It  shows  in  such  a  clear  way  the  some- 
times conflicting,  but  mainly  co-operating  forces  of  the 
two  systems  which  Yale  has  merged,  that  I  ask  the  right 
to  again  quote  at  some  length  from  it. 

Said  Professor  Perrin  of  Yale,  at  the  1898  dinner  of 
the  Long  Island  Alumni :  — 


220  YALE. 

"  Not  many  years  have  passed  since  our  popular  edu- 
cation was  mainly  by  compulsion.  The  apparatus  and  meth- 
ods of  schools  and  academies,  particularly  in  the  country, 
were  extremely  simple,  but  extremely  effective.  A  teacher 
with  more  or  less  formal  knowledge  laid  a  small  section  of  that 
knowledge  before  the  pupil,  usually  in  unattractive  form,  and 
compelled  him  to  acquire  it  within  a  given  time  under  pain  of 
punishment.  There  was  little  elucidation  or  enticement.  The 
pupil  was  driven,  not  led.  But  the  rude  process  fostered  in 
the  pupil  a  confidence  in  his  own  powers,  an  expectation  of 
conquest  and  a  delight  in  it,  a  vigor  and  persistency  of  effort, 
which  many  of  us  miss  in  the  products  of  the  modern  educa- 
tional processes. 

"  For  now  education  is  largely  by  seduction.  From  nursery 
and  kindergarten  up  through  grammar  schools  and  high 
schools  and  academies,  the  approved  tendency  is  to  smooth 
difficulties  away  from  before  the  pupil,  to  lure  him  on  over  easy 
and  attractive  paths,  paths  even  of  his  own  immature  choice. 
Acquisitions  may  be  larger  and  more  varied  under  this  modern 
system  of  education  by  seduction,  but  the  mental  fibre  of  the 
pupil  lacks  the  aggressive  vigor  of  the  older  days.  In  the  face 
of  a  mountain  of  difficulty,  the  pupil's  first  instinct  is  to  call  for 
help  rather  than  boldly  attack  and  master  the  obstruction. 

"  Now  the  old  college  system  of  training,  as  it  survives  at 
Yale  in  Freshman  and  Sophomore  years,  is  to  a  great  degree 
a  continuation  of  the  older  spirit  and  method  in  education. 
Methods  of  teaching  and  apparatus  of  teaching  even  in  these 
two  years  of  'required  studies'  have  indeed  improved  vastly 
over  those  of  earlier  years.  The  influence  of  the  new  education 
is  of  course  felt  here.  Subjects  are  made  interesting  to  the 
student,  and  taught  for  his  benefit  rather  than  for  that  of  the 
instructor.  Zeal  and  ardor  and  a  contagious  enthusiasm  now 
enliven  the  instruction  here,  and  redeem  it  from  scholasticism. 
But,  after  all,  tasks  are  necessarily  set  the  student  in  subjects 
which  he  did  not  directly  elect  to  pursue,  and  he  is  rigidly  held 


YALE,  THE  COLLEGE  AND  UNIVERSITY.      221 

to  frequent,  almost  daily,  tests  of  the  faithfulness  with  which  he 
performs  those  tasks. 

"  Such  a  system  has  its  disadvantages.  Where  three  or  four 
hundred  men  are  forced  through  the  same  course  of  study, 
regardless  of  their  individual  preferences  or  tastes,  there  results 
a  kind  of  collective  or  mass  individuality.  The  large  divi- 
sions in  which  men  are  necessarily  handled  and  the  impos- 
sibility of  individual  treatment  by  the  instructor,  encourage 
mass  intellectual  plays.  Genius  suffers,  of  course,  but  learns 
the  great  lesson  of  standing  shoulder  to  shoulder  with  fellow 
men,  a  lesson  worth  all  it  ever  costs.  And  so  this  lower  under- 
graduate life  at  Yale  fosters  mass  movements  of  every  kind ; 
keeps  alive  the  old  '  class-spirit,'  with  all  its  objectionable  rival- 
ries and  petty  collisions ;  brings  out  crowds  of  noisy  boys  to 
fires,  processions,  celebrations,  and  open  air  functions  of  every 
kind.  We  all  know  the  tendency  of  a  crowd  to  fall  to  the  level 
of  the  lowest  member  of  it.  We  know  the  cruelty  and  coward- 
ice and  meanness  of  a  crowd.  A  man  will  do  in  a  crowd  what 
he  would  never  forgive  himself  for  doing  by  himself. 

"These  objectionable  mass  tendencies  are  nowhere  more 
plainly  seen  than  in  our  compulsory  chapel  services,  from  which 
not  even  the  two  upper  classes  are  yet  exempt,  though  they 
otherwise  breathe  tlie  air  of  university  election.  The  coughing 
and  hawking,  which  makes  the  place  suggest  a  large  bench 
show ;  the  contagiousness  of  the  idiotic  laugh,  or  of  the  mis- 
chievous reminder  of  the  flight  of  time  ;  all  the  acts  and  pos- 
tures and  garbs  which  make  the  judicious  among  us  grieve,  are 
the  result  of  this  mass  coherence  which  is  so  highly  developed 
during  the  first  two  years  of  college  requirements. 

"  But  there  is  a  bright  side  to  all  this.  Such  responsiveness  to 
good,  soul-stirring  leadership,  such  glorious  momentum  in  good 
causes,  such  collective  loyalty  and  enthusiasm,  such  energy  in  all 
the  manifold  enterprises  of  our  undergraduate  life,  such  slowly 
gathering  but  grandly  culminating  demands  of  public  sentiment, 
and,  even  in  chapel,  such  collective  tributes  to  the  really  true  and 


222  YALE. 

great  and  simple  and  pure  —  where  else  can  they  be  found  ? 
Besides,  it  is  not  in  groups  and  squads  and  crowds  that  idleness 
thrives.  And  vice,  as  the  late  Lord  Laureate  said,  '  vice  some- 
times appears  to  me  as  the  shadow  of  idleness.'  Whatever  else 
may  thrive  at  Yale,  idleness  does  not.  Everybody  belongs 
somewhere  and  is  doing  something.  The  work  may  not  be 
entirely  the  work  of  the  curriculum,  but  '  fervet  opus. ' 

"  Out  of  this  old-fashioned  college-period  of  close  supervision 
in  the  performance  of  allotted  tasks,  the  student  is  gradually,  not 
abruptly,  transferred  into  the  larger  and  freer  air  of  university 
election.  Full  university  freedom  in  the  continental  sense  he 
cannot  have  before  the  graduate  departments ;  but  university 
election  of  courses,  and  university  methods  of  instruction,  and 
enlarged  freedom  in  attendance,  he  can  have  in  Junior  and 
Senior  years. 

"  To  this  freedom  he  comes  with  no  jaded  appetite  and  with 
no  distorted  powers.  The  cohesive  habits  of  the  college  period 
continue  to  exert  their  force,  and  to  prevent  that  isolation  in 
individual  achievement  which  the  smaller  groups,  the  multiply- 
ing intellectual  interests,  and  the  larger  freedom  of  the  lecture 
and  the  examination,  instead  of  the  lesson  and  the  recitation, 
would  naturally  bring.  '  Class  spirit '  continues,  much  to  our 
surprise,  and  mass  movements  are  apparently  as  popular,  but 
tempered  now  with  growing  dignity.  There  is  increased  oppor- 
tunity for  idleness  and  shirking,  but  increased  susceptibility  to 
nobler  stimulus.  The  sense  of  increased  freedom  brings  with 
it  an  increased  sense  of  responsibility,  more  surely  than  if  the 
freedom  had  not  been,  as  it  were,  struggled  for  and  won. 

"  Yale  is  such  a  unique  combination  of  college  and  university. 
It  is  an  evolution,  and,  until  now,  a  necessity.  Whether  the 
university  freedom  of  the  two  upper  years  shall  be  extended 
into  the  two  earlier  years  is  the  greatest  question  of  the  future. 
Much  would  undoubtedly  be  gained.  Many  of  the  exuberant 
follies  that  now  characterize  our  undergraduate  hfe  might  dis- 
appear.    There  would  be  less  and  less  survival  of  the  old-time 


YALE,  THE  COLLEGE  AND  UNIVERSITY.      223 

feeling  of  resistance  to  the  imparting  of  knowledge.  The  baffled 
look  of  the  student,  whom  some  unexpected  Socratic  device  of 
the  teacher  has  decoyed  into  learning  something,  would  be  less 
common.  But  more  might  be  lost  than  gained.  The  secret 
of  the  much-heralded  '  Yale  democracy '  lies  in  this  combina- 
tion. That  power  of  adjustment  to  the  needs  of  the  community 
in  which  he  puts  himself,  which  now  so  pre-eminently  character- 
izes the  Yale  man,  might  slowly  disappear.  The  higher  disci- 
plines even  might  pall  on  minds  less  hardened  and  exercised  by 
required  work  performed  in  widest  competition  within  the  Uni- 
versity itself.  The  present  administration  I  understand  to  be 
committed  to  the  combination." 

The  chapters  which  immediately  follovi^  show  the 
particular  ideals  and  methods  of  the  several  depart- 
ments of  the  University,  as  they  are  at  present  con- 
stituted. Here  and  there  the  record  of  the  past  is 
considerably  drawn  upon  in  order  to  make  more  clear 
the  present;  but  the  mass  of  historical  facts  is  reserved 
for  the  statistical  tables  at  the  close,  which  are  arranged 
in  a  condensed  chronological  form  for  purposes  of 
reference. 


CHAPTER   II. 

YALE   COLLEGE. 

THE  course  of  study  laid  down  for  the  student  in 
Yale  College,  that  is,  in  the  Academic  Depart- 
ment of  the  University,  has  always  aimed  to  provide  the 
foundation  of  a  liberal  education.  The  many  changes 
which  the  curriculum  has  undergone  have  not  obscured 
this  main  object.  In  the  mean  time  the  requirements 
for  admission  to  the  College  have  been  constantly 
raised ;  new  departments  of  knowledge  have  been  dis- 
covered and  their  educational  tools  utilized ;  new  meth- 
ods of  study  and  of  instruction  have  been  developed ; 
and  successive  college  generations,  as  they  pass  out  into 
active  life,  are  distributing  themselves  among  the  vari- 
ous vocations  in  widely  differing  proportions,  gradually 
neglecting  the  learned  professions,  especially  the  minis- 
try, for  the  opportunities  a  business  career  offers. 

In  1766  a  Freshman,  on  being  admitted,  was  assumed 
to  be  famitiar  with  Cicero's  Orations,  with  Vergil,  and 
the  Greek  Testament,  and  to  be  proficient  in  common 
arithmetic.  In  1822  a  prospective  Freshman  in  Yale 
College  was  examined  in  Cicero's  Orations,  Sallust,  and 
Vergil;  in  Latin  composition,  grammar,  and  prosody; 
in  Greek  grammar  and  composition,  and  in  the  Greek 
Testament;  also  in  arithmetic.  By  1853  a  part  of 
Xenophon  had  been  added  to  the  list  of  requirements 
for  admission ;   also  higher  arithmetic,  algebra  as  far  as 


Welch  Hall 


OsBORN  Hall 


YALE   COLLEGE.  225 

quadratic  equations,  geography,  and  English  grammar. 
Thirty  years  later  Caesar,  Ovid,  and  Homer  had  been 
added  to  the  list;  also  Roman  and  Greek  history  in  the 
place  of  geography  and  English  grammar,  while  plane 
geometry  had  been  added  to  the  mathematical  studies 
required. 

Finally,  at  the  present  time,  a  knowledge  of  either 
French  or  German  is  required  of  every  candidate;  he 
is  also  examined  in  English,  and  the  requirements  in 
the  above  classical  and  mathematical  subjects  have 
been  materially  enlarged. 

The  progressive  development  of  the  college  curricu- 
lum is  better  shown  by  the  increase  in  the  number  of 
subjects  studied,  and  in  their  difficulty.  So,  for  in- 
stance, a  Yale  student  of  about  1720  studied  the  ancient 
languages,  including  Hebrew,  as  well  as  logic  during  his 
first  two  years.  In  Junior  year  he  added  the  study  of 
physics,  and  in  Senior  year  that  of  metaphysics  and 
mathematics.  During  his  entire  course  he  was  obliged 
to  attend  rhetorical  exercises,  converse  in  Latin  with  his 
fellow-students,  and  receive  instruction  in  divinity,  pre- 
sumably what  later  was  called  "  evidences  of  Christi- 
anity." In  the  forties  of  the  last  century,  the  study  of 
mathematics  had  been  extended  to  geometry  and  as- 
tronomy, and  geography  and  natural  philosophy  had 
been  added.  By  1766  some  further  additions  to  the 
curriculum  had  been  made,  and  by  1778,  at  the  acces- 
sion of  President  Stiles,  the  curriculum  was  arranged  as 
follows : 

Freshman  year:  Vergil,  Cicero's  Orations,  the  Greek 
Testament,  and  arithmetic.  Sophomore  year :  Horace 
and  the  Greek  Testament,  English  grammar  and  rhet- 
oric, algebra,  geometry  and  geography,  and  the  "  West- 

15 


2  26  YALE. 

minster  Catechism."  Junior  year:  Cicero  Dc  Oratore 
and  the  Greek  Testament,  trigonometry  and  philosophy. 
Senior  year :  Locke's  "  Human  Understanding,"  ethics 
and  natural  theology,  and,  as  heretofore,  the  Greek 
Testament. 

The  Freshman  of  half  a  century  later,  say  in  the 
twenties  of  this  century,  studied  some  Greek ;  he  read 
Livy,  wrote  Latin  composition  and  dipped  into  Roman 
antiquities,  mastered  the  principles  of  arithmetic  and 
the  simpler  ones  of  algebra,  and  perfected  himself  in 
geography  and  English  grammar.  The  Sophomores 
of  that  time  continued  the  study  of  geography,  —  which 
included  some  general  history,  —  advanced  in  their 
mathematical  studies  to  Euclid,  conic  sections,  and 
spherical  geometry.  The  classical  authors  read  were 
Horace,  Cicero,  and  Homer,  and  exercises  in  rhetoric 
and  English  composition  were  required.  The  Junior 
class  continued  the  study  of  Cicero,  and  also  read 
Tacitus,  Some  Greek  authors  were  also  read,  for 
which,  however,  the  study  of  Hebrew  could  be  substi- 
tuted, presumably  by  prospective  theologians.  In  math- 
ematics the  class  took  .up  spherical  trigonometry,  the 
calculus,  and  astronomy.  The  study  of  history  was 
also  begun,  and  the  rhetorical  and  English  exercises  of 
the  previous  year  were  continued.  In  the  fourth  and 
last  year  of  the  course  the  classics  gave  way  to  logic, 
psychology  and  philosophy,  ethics,  natural  theology, 
and  evidences  of  Christianity,  which,  together  with  the 
usual  rhetorical  exercises  and  occasional  lectures  in 
the  natural  sciences,  comprised  the  course  of  study  of 
the  Senior  class. 

In  the  fifties  many  of  the  above  studies  had  been 
pushed   forward   a  year,   and   others   had   been   added. 


YALE  COLLEGE.  227 

The  Freshman  then  read  Livy  and  Horace,  Homer 
and  Herodotus,  also  the  Greek  Testament;  he  stud- 
ied Greek  and  Roman  history  and  antiquities,  and 
in  mathematics  he  mastered  algebra  and  Euclid.  In 
Sophomore  year  the  works  of  Horace  and  three  of  the 
philosophical  works  of  Cicero  were  read ;  in  Greek, 
Xenophon's  "  Memorabilia,"  the  orations  of  Isocrates, 
and  the  plays  of  Euripides  and  ^schylus.  The  mathe- 
matical studies  included  logarithms  and  the  calculus, 
plane  trigonometry,  analytical  and  spherical  geometry, 
navigation,  and  surveying.  In  Junior  year  Cicero  and 
Tacitus  were  read  ;  also  Plato  and  Thucydides.  Applied 
mathematics  were  studied  under  the  head  of  mechanics, 
physics,  surveying,  and  astronomy;  some  natural  phi- 
losophy was  also  studied,  and  mental  philosophy  begun. 
As  Seniors  the  students  made  further  advances  in 
astronomy  and  natural  philosophy;  they  rounded  off 
their  classical  education  with  a  dash  of  Demosthenes, 
and  were,  as  formerly,  thoroughly  trained  in  psychology, 
ethics,  natural  theology,  and  the  evidences  of  Chris- 
tianity. In  addition,  the  more  modern  subjects  of 
study,  and  especially  those  in  which  President  Woolsey 
distinguished  himself,  were  taken  up  by  the  Seniors. 
Such  were  political  science,  economics,  and  interna- 
tional law.  Rhetorical  and  similar  exercises  were  re- 
quired during  the  entire  course. 

Thirty  5^ears  later  some  further  progress  had  been 
made  in  the  required  course  of  study.  In  1883-4,  the 
year  before  the  present  system  of  elective  courses  was 
adopted,  a  Freshman  read  one  book  of  Herodotus  and 
five  of  the  Odyssey,  one  of  Livy,  an  oration  and  a  phil- 
osophical work  of  Cicero,  and  selections  from  Ovid. 
He   also    studied    Greek   and    Latin    composition    and 


228  YALE. 

Roman  history.  In  ihc  mathematical  Hne  he  mastered 
Euchd  and  finished  Chauvenet,  and  was  introduced  to 
analytical  geometry  and  plane  trigonometry.  Rhetori- 
cal exercises  were  required  of  him,  and  also  attendance 
on  some  well-intentioned  lectures  upon  hygiene.  The 
Sophomores  in  1883  read  some  of  Demosthenes'  ora- 
tions, —  which  their  fathers  did  in  Senior  year,  —  a  few 
Greek  tragedies,  some  of  Plato's  works,  and  Xenophon's 
"  Memorabilia,"  and  among  the  Latin  authors,  Horace 
and  Juv^enal,  Tacitus  and  Cicero  De  Officiis. 

The  Sophomores  continued  the  study  of  analytical 
geometry  and  trigonometry  (plane  and  spherical),  and 
took  up  surveying,  navigation,  and  mechanics.  The 
exercises  in  rhetoric  and  English  composition  were  con- 
tinued. In  Junior  year  the  dead  languages  yielded  to 
the  modern  languages,  and  the  study  of  German  as  well 
as  of  English  was  required.  The  Juniors  in  1883  'ilso 
studied  astronomy,  physics,  and  chemistry,  and  began 
United  States  history  and  logic.  The  Seniors  studied 
about  what  their  fathers  had  studied  in  the  fifties, 
namely,  mental  and  moral  philosophy,  natural  theology 
and  evidences  of  Christianity,  political  science  and  eco- 
nomics, European  history  and  elementary  law;  also 
some  natural  science. 

However  great  the  changes  in  the  curriculum  were 
down  to  the  early  eighties,  its  contents  remained  meagre 
as  compared  v/ith  the  wealth  of  educational  material 
which  the  newly  developed  lines  of  thought  were  bring- 
ing to  light.  It  continued  to  lay  the  greatest  stress  on 
the  study  of  the  classics,  formal  and  applied  mathe- 
matics, and  on  mental  and  moral  philosophy,  while  it 
gave  but  scant  attention  to  the  natural  sciences,  and 
even  less  to  the  historical  and    political  sciences.     A 


YALE  COLLEGE.  229 

radically  new  step  was  taken  when  the  study  of  a  mod- 
ern language  was  required.  This  was  in  1867,  when  the 
Juniors  were  required  to  study  German  one  term ;  after 
1875  this  was  extended  through  the  whole  of  Junior 
year.  However,  down  to  the  recent  great  changes  in 
the  curriculum  by  the  adoption  of  the  elective  system 
and  the  corresponding  changes  in  the  requirements  for 
admission,  the  study  of  the  modern  languages  was  prac- 
tically confined  to  teaching  the  elements  of  those 
languages. 

In  1884  the  foundations  of  the  present  elective  sys- 
tem were  laid.  To  be  sure,  a  meagre  beginning  with 
so-called  elective  courses  had  been  made  sixty  odd 
years  before.  Then  a  Junior  could  choose  during  one 
term  between  Greek  and  Hebrew.  Little  by  little  the 
students'  range  of  choice  was  widened,  French  being 
added  in  1825.  By  the  middle  of  the  fifties  a  Sopho- 
more could  choose  during  his  third  term  analytical 
geometry  in  the  place  of  the  regular  mathematical 
work;  a  Junior  could  substitute  the  calculus  for  the  an- 
cient languages  during  two  thirds  of  the  year,  and  dur- 
ing the  other  third  he  v/as  allowed  to  add  a  course  in 
the  classics,  modern  languages,  or  in  applied  mathe- 
matics to  his  regular  work.  In  1870  a  Junior  could 
substitute  the  calculus  for  his  courses  in  Greek  and 
Latin  during  two  thirds  of  the  year,  and  German  for 
Greek  during  the  other  third;  during  the  first  term  of 
Senior  year  German  could  be  substituted  for  Latin  or 
astronomy.  From  1876  on,  the  principle  of  elective 
courses  was  systematized,  and  four  exercises  a  week 
were  required  of  the  Juniors  and  Seniors,  to  be  elected 
from  a  variety  of  courses  in  philology,  history  and 
political  science,   mathematics,  pure  and  applied,  and 


230  YALE. 

the  natural  sciences;   courses  in  philosophy  were  added 
in  1877,  and  in  the  fine  arts  in  1879. 

Such,  then,  was  the  college  curriculum  in  1884,  when 
the  important  changes  were  begun  that  have  led  up  to 
the  present  arrangement  of  studies.  Eighty-seven  per 
cent  of  a  student's  work  was  in  prescribed  courses, 
largely  along  the  lines  which  the  curriculum  had  fol- 
lowed since  time  immemorial ;  thirteen  per  cent  of  his 
work  the  student  could  choose  from  among  a  limited 
number  of  courses  in  a  fev/  departments  of  learning. 

The  change  in  18S4  aimed  at  enlarging  the  amount 
of  elective  work  in  Junior  and  Senior  years,  and  at 
pushing  back  the  study  of  the  modern  languages  into 
the  first  two  years  of  the  course.  At  first,  the  required 
courses  retained  in  Junior  and  Senior  years  covered  the 
natural  sciences,  astronomy,  and  mental  and  moral  sci- 
ence. The  first  two  were  in  a  few  years  changed  into 
elective  courses,  and  mental  and  moral  science  has  re- 
mained since  1893  the  only  required  study  during  the 
last  two  years  of  the  course.  A  further  important 
change  was  made  in  1893,  by  which  the  Sophomores 
were  allowed  to  drop  one  of  the  six  subjects,  Greek, 
Latin,  English,  the  modern  languages  (German  or 
French),  mathematics,  or  physics,  pursuing  the  other 
five  studies. 

To  sum  up  the  changes  in  the  curriculum  of  Yale 
College  during  the  past  two  centuries :  from  a  rigid  sys- 
tem prescribing  all  the  studies  of  the  students  and  divid- 
ing their  time  among  the  classics,  mathematics,  and 
philosophy,  the  present  curriculum  has  been  evolved, 
which  requires  that  at  least  12  per  cent  of  a  student's 
work  during  his  four  years  shall  be  in  the  classics,  y^g" 
in  philosophy,  6  per  cent  in  mathematics,  2V  '^^  either 


YALE   COLLEGE.  231 

French  or  German,  and  -^q  in  English ;  the  remaining 
two  thirds  of  his  time  he  is  at  liberty  to  divide  as  he 
chooses  among  a  variety  of  courses  which  he  may  be  fit 
to  attend,  provided  only  that  in  Sophomore  year  he 
chooses  five  of  the  six  studies  offered. 

These  radical  changes  in  the  curriculum,  which  are 
certainly  not  final  and  will  inevitably  be  followed  by 
similar  ones,  can  only  be  interpreted  to  mean  that, 
while  the  aim  of  the  college  education  is  still  the  same, 
to  provide  the  foundation  for  a  liberal  education,  this 
goal  can  be  reached  by  a  variety  of  paths.  The  foun- 
dation of  each  student's  liberal  education  was  formerly 
of  identical  material;  now  it  is  constructed  of  a  variety 
of  materials.  Formerly  most  importance  was  put  upon 
zi>/ia(  a  student  acquired,  nowadays  upon  /lozu  he  ac- 
quires knowledge ;  and  it  is  now  an  accepted  principle 
that,  with  the  large  and  growing  variety  of  educational 
tools  offered  us  in  the  widening  sphere  of  human  knowl- 
edge, their  selection  may  within  reasonable  limits  be 
left  to  the  good  sense  of  the  student. 

It  is  fair  to  say  that  this  truth  was  not  accepted  at 
the  outset,  and  did. not  lead  to  the  adoption  of  the  prin- 
ciple of  elective  studies.  These  were  the  necessary 
result  of  the  circumstance  that,  with  the  growth  of  the 
number  of  instructors  and  the  multiplication  of  lines  of 
scientific  investigation,  the  instructors  themselves,  ad- 
vancing along  their  special  lines  of  study,  felt  the  incen- 
tive to  broaden  their  teaching;  and  inasmuch  as  all 
students  could  no  longer  be  required  to  study  along  all 
these  lines,  the  problem  was  solved  by  inviting  all  the 
students  to  study  along  some  of  them.  In  1822  the 
Academic  Faculty  consisted  of  the  President;  a  pro- 
fessor of  chemistry,  mineralogy,  and  geology ;    a  pro- 


232  YALE. 

fessor  of  Hebrew,  Greek,  and  Latin;  a  professor  of 
mathematics,  natural  philosophy,  and  astronomy;  a  pro- 
fessor of  rhetoric;  a  professor  of  divinity;  and  six  or 
seven  tutors,  who  were  the  jacks-of-all-trades  of  the  time. 
As  compared  with  these  thirteen  teachers  comprising 
the  Faculty  in  1822,  their  present  number  is  over  one 
hundred,  divided  among  the  various  departments  as 
follows:  natural  science,  21;  ancient  languages,  17; 
political  science  and  law,  10;  mathematics,  10;  Eng- 
lish, 10;  modern  languages,  8 ;  history,/;  philosophy, 
7 ;  art,  3 ;  music,  3 ;  biblical  literature,  3 ;  physical 
culture,  2;  military  science,  i.  While  the  Faculty  in- 
creased eightfold,  the  number  of  students  in  the  college 
increased  from  371  to  1241,  or  something  over  3|- times. 
This  relatively  and  absolutely  rapid  increase  of  the 
teaching  force  enabled  and  encouraged  it  to  open  and 
utilize  fields  of  instruction  formerly  untouched,  and  to 
greatly  extend  the  old  fields.  As  compared  with  the 
meagre  opportunities  for  study  offered  in  former  years, 
the  Juniors  and  Seniors  alone  are  now  offered  courses 
of  instruction,  by  lecture,  recitation,  or  in  the  labora- 
tories, aggregating  over  three  hundred  hours  per  week; 
enough  to  keep  them  busy  twenty  years,  if  they  under- 
took to  attend  all  courses.  The  hours  per  week  of 
instruction  offered  in  the  various  departments  during 
the  year  1898-9  is  as  follows: 

Modern  languages .     ...  51             History 22 

Mental  and  moral  science    .  39  Biblical  literature       ....  18 

Ancient  languages .     .     .     .  3S             Music 10 

Natural  science 36            Art 8 

Political  science  and  law     .  27             Physical  culture 2 

English 25             Military  science I 

Mathematics 24 

Total 301  hours  per  week. 


YALE   COLLEGE.  233 

With  this  great  increase  of  instructors  and  the  widen- 
ing of  the  sphere  of  instruction  have  gone  hand  in  hand 
great  changes  in  the  methods  of  instruction.  While 
the  old-fashioned  recitation  is  still  retained  in  some  lines 
of  study,  especially  in  the  lower  years,  other  depart- 
ments have  been  driven,  by  the  size  of  their  classes  or 
the  nature  of  their  subjects,  to  give  their  instruction  by 
means  of  lectures ;  still  other  lines  of  work  are  carried 
on  in  the  laboratories  or  in  the  equally  intimate  associ- 
ation with  the  instructor  in  small  courses  for  special 
research.  In  adapting  themselves  to  these  various  con- 
ditions three  types  of  courses  have  been  evolved. 
There  is,  first,  the  large  course  of  from  two  to  three 
hundred  men,  generally  the  beginners  in  some  subject, 
whom  the  instructor  lectures  to  in  a  body,  supplement- 
ing his  lectures  with  occasional  examinations,  or  with 
regular  written  exercises.  Such  a  course  is  Professor 
Hadley's  in  elementary  economics  and  Professor  Sum- 
ner's in  the  science  of  society,  covering  elementary 
anthropology  and  sociology.  The  former  course  is 
offered  to  Juniors,  the  latter  to  Seniors.  The  second 
type  of  courses  is  the  one  containing  sometimes  but  a 
handful  of  students  working  under  the  personal  and 
constant  direction  of  their  instructor,  who  directs  their 
reading  and  supervises  their  investigations.  It  goes 
without  saying  that  these  courses  are  among  the  most 
valuable  to  the  earnest  students.  Typical  courses  of 
this  kind  are  the  famous  one  of  Professor  Chittenden 
and  his  assistants  on  biology,  taken  by  prospective 
medical  students,  and  the  courses  for  special  research 
offered  in  the  departments  of  history,  philosophy,  and 
the  ancient  languages.  The  third  type  of  course  com- 
bines in  a  way  the   advantages  of  the  other  two.     It 


234  YALE. 

seeks  to  retain  the  intimate  relation  of  the  second,  and 
the  possibility  of  breadth  of  treatment  of  the  first  type. 
Professor  Smith's  courses  in  American  history,  ProTes- 
sor  Wheeler's  in  European  histor}^  and,  in  general,  the 
courses  in  the  lower  classes  containing  usually  from 
twenty  to  thirty  men,  illustrate  this  type.  In  it  recita- 
tions are  given  more  or  less  importance,  according  to 
the  nature  of  the  subject  or  the  preference  of  the 
instructor,  and  are  supplemented  by  formal  or  informal 
lectures. 

In  the  development  of  the  large  courses — in  1898 
there  were  eleven  containing  over  one  hundred  Juniors 
and  Seniors  each  —  a  serious  problem  is  met.  With 
the  growing  difficulty  of  properly  preparing  oneself  for 
teaching  one  of  the  newer  subjects,  and  with  the  in- 
creased demands  made  upon  the  teacher  in  the  way  of 
breadth  of  treatment,  he  finds  it  often  physically  im- 
possible to  do  justice  to  his  subject  and  at  the  same 
time  to  come  into  personal  and  intimate  relations  with 
his  scholars.  If  he  attempts  to  teach  by  means  of  care- 
fully prepared  lectures,  which  the  size  of  his  class  often 
compels  him  to  do,  he  has  to  give  up  the  more  direct 
method  of  teaching  by  question  and  answer.  The  stu- 
dent, on  the  other  hand,  is  tempted  to  relax  his  efforts, 
if  he  is  merely  required  to  attend  these  lectures  with 
a  distant  examination  on  their  contents  in  view.  To 
remedy  this  difficulty,  a  beginning  has  been  made  in 
more  or  less  limiting  the  professors'  activity  to  lecturing 
and  in  general  supervising  the  study  and  reading  of  the 
students,  and  in  leaving  it  to  the  younger  instructors 
and  assistants  to  follow  up  this  by  more  personal  and 
direct  instruction,  meeting  the  students  individually 
or    in   small  bodies.     This    method   was   adopted  long 


YALE   COLLEGE. 


235 


ago  with  success  in  the  professional  schools,  where  the 
quiz-master  occupies  an  important  and  vvell-recognizcd 
position.  It  is  interesting  to  note  that  this  method  of 
economizing  the  efforts  of  the  teaching  force,  and  of 
combining  the  experience  of  the  older  with  the  enthu- 
siasm of  the  younger  teachers,  was  foreshadowed  in  the 
famous  Report  on  a  course  of  liberal  education,  made 
in  1829  by  the  college  authorities. 

Another  outgrowth  of  the  modern  conditions  which 
surround  the  college  education  is  the  so-called  Special 
Honor  System,  which  is  intended  to  encourage  the 
students  who  distinguish  themselves  during  Junior  and 
Senior  years  in  some  one  particular  line  of  study.  In 
former  times,  when  all  the  students  studied  practically 
the  same  subjects,  his  position  on  the  appointment  list 
at  graduation  was  not  an  unfair  mark  of  each  student's 
success  as  a  scholar.  But  nowadays,  when  few  students 
pursue  exactly  the  same  course,  this  system  is  distinctly 
unfair.  In  consequence  the  appointment  list  has  lost 
much  of  its  former  importance,  while  the  valedictorian 
and  salutatorian  have  disappeared  altogether.  In  the 
place  of  the  incentive  to  good  work  with  their  books 
and  in  the  class-room  offered  by  the  old  ranking  sys- 
tem, has  come  the  special  honor  system,  under  which 
four  hundred  and  fifty  men  in  the  past  thirteen  classes, 
or  about  17  per  cent  of  their  members,  have  devoted 
at  least  a  third  of  their  time,  in  their  Senior  or  in 
their  Senior  and  Junior  years,  to  work  in  one  particular 
line,  and  have  written  theses  sufficiently  meritorious  to 
warrant  their  being  given  honorable  mention  on  the 
program  of  their  Commencement  exercises. 

A  sketch  of  the  present  course  of  study  would  read 
as  follows :    On  entering  the  College,  the  Freshman  is 


236  YALE. 

given  no  choice  in  selecting  the  studies  of  his  first  year, 
except  that  he  can  choose  between  German  or  French, 
one  of  which  he  studies,  being  assigned  to  a  class  ap- 
propriate to  his  knowledge  of  the  language.  In  Greek 
he  reads  five  books  of  the  Odyssey,  the  "Apology"  of 
Plato,  and  selections  from  Herodotus.  In  Latin  he 
reads  two  books  of  Livy,  the  comedies  of  Terence,  and 
selections  from  other  prose  writers  and  poets;  he  also 
is  practised  in  Latin  prose  composition.  In  mathe- 
matics he  studies  plane  and  solid  geometry,  trigonom- 
etry, and  mechanics.  In  English  he  reads  six  plays  of 
Shakespeare. 

In  Sophomore  year,  as  already  explained,  a  student 
chooses  five  of  the  following  six  courses : 

I.  Greek  —  reading  of  three  tragedies  and  one  com- 
edy, with  lectures  on  the  Greek  drama  and  theatre. 

II.  Latin  — reading  of  Horace,  Tacitus,  and  some 
plays  of  Plautus. 

III.  German  or  French  —  a  variety  of  advanced 
and  elementary  courses  adapted  to  the  needs  of  the 
student. 

IV.  English  —  reading  of  Spenser,  Shakespeare, 
Milton,  Addison,  Swift,  Pope,  and  Gray,  with  an  outline 
history  of  English  literature  ;  also  rhetorical  exercises. 

V.  Physics  —  a  general  course,  using  Ganot's  "  Phy- 
sics "  as  a  text-book. 

VI.  Mathematics  —  either  the  study  of  analytical 
geometry  and  elementary  calculus,  or  the  study  of  trig- 
onometry, surveying,  navigation,  and  practical  astronomy. 

Since  1893,  when  the  above  scheme  for  the  work  in 
Sophomore  year  went  into  eft"ect,  on  an  average  over 
98  per  cent  of  the  class  have  chosen  German  or  French; 
a  little  less  than  98  per  cent,  English ;  92  per  cent,  Latin  ; 


YALE   COLLEGE.  237 

84  per  cent,  physics ;  70  per  cent,  Greek,  and  55  per 
cent,  mathematics,  which  figures  roughly  indicate  the 
relative  popularity  of  these  studies. 

Beginning  with  his  Junior  year  the  student  chooses 
freely  from  among  the  large  number  of  elective  courses 
open  to  him,  provided  only  he  take  the  courses  in  logic, 
psychology,  and  ethics.  Nine  tenths  of  the  class  nowa- 
days choose  the  course  in  elementary  economics  under 
Professors  Hadley  and  Fisher ;  the  same  fraction  of  the 
class  choosing  one  or  more  courses  in  history,  especially 
Professor  Adams'  course  in  mediaeval  history.  Two 
thirds  of  the  class  usually  continue  their  study  of  French 
or  German;  the  same  fraction  taking  advanced  courses 
in  English,  especially  under  Professors  Beers,  Lewis,  and 
W.  L.  Phelps.  One  third  or  more  of  the  Junior  class 
take  one  or  more  courses  in  the  natural  sciences,  es- 
pecially in  chemistry  under  Professor  Gooch,  or  in 
physiology  under  Professor  Chittenden.  A  smaller  pro- 
portion of  the  class  chooses  courses  in  mathematics,  in 
mental  and  moral  science,  in  the  ancient  languages,  and 
in  Biblical  literature,  in  art,  and  in  music. 

In  Senior  year  each  student  is  now  required  to  take 
one  of  a  number  of  two-hour  (per  week)  courses  in 
philosophy.  The  rest  of  his  time  he  divides  at  will 
among  the  large  number  and  variety  of  elective  courses 
open  to  him.  Over  nine  tenths  of  each  Senior  class 
uniformly  take  one  or  more  courses  in  political  science, 
the  favorite  ones  being  Professor  Sumner's  on  the  science 
of  society  and  Prof.  E.  J.  Phelps'  on  constitutional  and 
international  law.  Something  less  than  nine  tenths 
choose  work  in  history,  the  favorite  course  being  Pro- 
fessor Wheeler's  well-known  one  in  modern  European 
history.     History    and    political    science    have    become 


238  YALE. 

pre-eminently  the  studies  of  Senior  year,  while  the 
courses  in  the  other  departments  are  selected  by  a  much 
smaller  fraction  of  the  class.  During  the  past  six  years 
English  courses  have  been  chosen  by  a  fraction  of  the 
class  varying  between  18  per  cent  and  60  per  cent,  ac- 
cording to  the  character  of  the  courses  offered  and  the 
popularity  of  the  instructor.  From  a  fifth  to  a  third 
usually  choose  work  in  the  natural  sciences,  the  most 
important  course  being  the  one  in  biology  mentioned 
above ;  similar  figures  apply  to  the  courses  in  mental 
and  moral  science,  and  in  the  modern  languages.  A 
much  smaller  number  of  Seniors  enroll  themselves  in  the 
remaining  departments. 

As  was  intimated,  the  popularity  of  an  individual  in- 
structor will  swell  the  attendance  on  a  course,  and, 
therefore  increase  the  relative  importance  given  by  the 
students  in  their  selection  of  courses  to  one  particular 
department.  Still,  the  changes  in  the  personnel  of  the 
various  departmental  Faculties  have  not  been  as  de- 
cisive in  determining  the  choice  of  elective  courses  as 
the  character  of  those  courses,  and  the  development  of 
the  newer  fields  of  study.  These  newer  studies  have, 
no  doubt,  crowded  back  the  older  ones.  So,  for  in- 
stance, in  the  purely  elective  work  of  the  last  two  years, 
the  attendance  of  courses  in  political  science  has  in- 
creased fourfold  since  1884;  that  on  courses  in  history 
has  increased  one-half.  The  elective  work  in  the  classics, 
mathematics,  and  natural  sciences,  on  the  other  hand, 
has  fallen  off.  However,  a  fairer  picture  of  the  relative 
importance  of  each  line  of  study  is  given  by  taking  into 
account  all  four  years  of  the  academic  course,  the  re- 
quired as  well  as  the  elective  work.  Here  we  see  that 
the  two  classes,  1886  and  1899,  are  compared  as  follows 


YALE   COLLEGE. 


239 


in  the  relative  importance   of  the  ingredients  of  their 
college  education : 


Class  of  1886. 
Per  cent. 

35 
19 
10 

9 
9 
7 
7 
4 
o 

0-5 
o 
o 
o 


Modern  languages 
English  .... 
Philosophy  .  .  . 
Natural  sciences  . 
History  .... 
Political  science  . 
Biblical  literature 
Art 


Class  of  1899. 
Per  cent. 

.       22 


Ancient  languages     . 

Mathematics 10 

•  13 

.  12 

.  10 


13 
0.8 

0-3 


Music o.T 

Military  science    .     .     .     .0.1 
Physical  culture   ....    0.05 


It  is  seen  from  these  figures  that,  since  the  establish- 
ment of  the  present  elective  system,  the  relative  im- 
portance in  the  curriculum  of  the  ancient  languages  has 
fallen  off  one  fifth,  that  of  mathematics  nearly  one  half, 
while  that  of  all  the  others  has  increased,  to  a  slight 
extent  in  the  case  of  philosophy  and  the  natural  sciences, 
to  a  considerable  extent  in  the  case  of  the  modern  lan- 
guages, including  English,  and  that  of  history,  and  to 
the  greatest  extent  in  the  case  of  political  science. 
Moreover,  some  new  departments  of  study  have  been 
originated  and  are  being  exploited,  such  as  Biblical 
literature  and  military  science. 

Taking  the  figures  for  the  classes  of  1895  to  1899,  it 
may  be  said  that  the  typical  graduate  of  Yale  College 
has  enjoyed  an  academic  education,  consisting,  one 
quarter  of  training  in  the  classics ;  one  seventh  in  the 
modern  languages ;  about  one  tenth  each  in  history, 
pohtical  science,  English,  mathematics,  and  philosophy; 


240  YALE. 

about  one  fourteenth  in  the  natural  sciences,  and  the 
rest  a  seasoning  of  BibHcal  literature,  art,  music,  with  a 
trace  of  physical  culture  and  military  science.  A  similar 
table  of  the  ingredients  of  the  typical  Harvard  College 
graduate's  educational  outfit  shows  that  in  Cambridge 
the  ancient  languages  receive  but  a  third  as  much  at- 
tention, mathematics  a  little  more  than  a  third ;  but  the 
modern  languages,  history,  the  natural  sciences,  and 
English  half  as  much  again  ;  political  science  about  the 
same,  and  philosophy  about  two  thirds  as  much. 

The  difference  between  the  typical  Yale  and  Harvard 
collegiate  education  is  only  to  a  small  extent  explained 
by  the  accidental  differences  in  the  popularity  of  cer- 
tain courses.  The  difference  is  more  fully  explained 
by  the  wider  extension  of  the  elective  system  at 
Harvard,  and  the  consequently  greater  amount  of  "  re- 
quired "  studies  at  Yale.  The  greatest  disparity  is 
shown  in  the  classics  and  in  mathematics,  in  the  teach- 
ing of  which  Yale  far  excels  Harvard ;  and  in  these 
two  departments  the  amount  of  "  required  "  instruction 
received  by  a  class  at  Yale  is  larger  than  in  any  other 
department.  Of  all  the  instruction  the  class  of  1898 
received  in  the  classics,  95  per  cent  was  required,  and 
only  5  per  cent  elective ;  in  mathematics,  the  figures 
were  91  per  cent  and  9  per  cent.  The  Yale  and  Har- 
vard figures  are  most  nearly  alike  in  the  departments 
of  history  and  political  science,  the  two  leading  depart- 
ments in  which  there  are  no  required  courses  at  Yale. 

What  was  said  above  about  a  typical  college  educa- 
tion would  be  vitiated  if  that  type  were  the  result  of. 
averaging  a  number  of  extreme  cases;  and  the  rela- 
tive importance  of  the  ingredients  of  a  typical  educa- 
tional outfit  would  mean    nothing  if  it  were  based  on 


YALE   COLLEGE.  241 

the  distribution  of  their  work  by  a  large  number  of 
students,  one  devoting  all  his  time  to  the  classics, 
another  to  the  natural  sciences.  The  question  sug- 
gests itself,  then,  to  what  extent  do  the  students  of 
to-day  specialize  their  work  and  devote  themselves 
exclusively  to  one  line  of  study,  which,  no  doubt,  the 
modern  curriculum  enables  them  to  do.  After  satis- 
fying the  requirements  of  Freshman  and  Sophomore 
years,  they  are  at  liberty  to  divide  their  time  among 
thirteen  departments,  and  get  a  general  view  of  a 
variety  of  lines  of  study ;  or  they  can  devote  all  their 
energies  to  one  or  two  lines  of  study,  always  provided 
they  enroll  themselves  in  the  philosophical  courses 
required  of  Juniors   and  Seniors. 

It  is  noticeable  that  an  insignificant  number  of 
Juniors  and  Seniors  limit  their  attention  to  as  few  as 
even  three  departments.  And  then  it  is  usually  the 
case  of  a  student  to  whom  the  college  education  is 
the  preparation  for  his  profession  of  teaching,  and  who 
is,  therefore,  devoting  all  his  time  to  mastering  the 
classics  or  mathematics,  no  doubt  to  his  future 
pecuniary  advantage,  but  also  to  the  loss  of  a  well- 
rounded  liberal  education.  However,  these  are  rare 
exceptions.  During  the  past  ten  years  about  nine 
tenths  of  the  Juniors  are  found  in  five  or  more  depart- 
ments, and  about  one  half  the  Seniors  are  equally 
widely  distributed.  In  fact,  there  are  on  record  the 
names  of  nine  Juniors  who  were  so  comprehensive  in 
their  yearning  for  knowledge  that  they  enrolled  them- 
selves in  eight  courses  in  as  many  different  lines  of 
work.  A  solitary  Senior,  during  the  years  since  1884, 
was   equally  ubiquitous. 

It  would  have  been    unfortunate  if  the  curriculum, 

16 


^42  YALE. 

as  it  has  been  evolved  of  late  years,  had  come  to 
merely  anticipate  the  work  of  the  professional  schools, 
the  law  and  medical  schools,  the  seminaries  and  the 
graduate  schools,  and  had  encouraged  the  college 
students  to  follow  but  one  line  of  study,  and  neglect  the 
rest.  Such  a  curriculum  might  perhaps  have  enabled 
the  student  to  earn  his  medical  or  legal  fee,  his 
teacher's  or  minister's  salary,  a  few  years  sooner.  It 
is  to  be  hoped  that  Yale  College  will  not  be  influ- 
enced by  such  bread-and-butter  motives,  but,  however 
she  changes  her  curriculum,  will  always  aim  to  educate 
her  sons  with  a  view  to  developing  their  full  intellectual 
manhood,  and  enabling  them  to  maintain  their  honored 
position  in  the  realm  of  thought  and  action,  not  so  much 
by  supplying  them  with  a  means  of  livelihood,  as  by 
teaching  them  to  think  correctly,  broadly,  and  deeply. 

The  need  of  such  a  broad  college  education  is 
emphasized  when  we  consider  the  fact  that  from  being 
merely  a  preparation  for  one  of  the  learned  profes- 
sions, especially  the  ministry,  a  college  education  has 
come  to  fit  men  for  a  much  wider  variety  of  pursuits. 
Of  the  first  fifteen  classes  graduated  at  Yale  College 
(1704-18)  an  average  of  78  per  cent  studied  for  the 
ministry;  the  figure  for  the  first  fifty  classes  (1704- 
1753)  is  52  per  cent;  for  the  first  one  hundred  classes 
(1704-1803),  40  per  cent.  The  average  fraction  of  a 
class  that  studied  theology  remained  fairly  constant 
(at  between  one  quarter  and  one  third)  from  the 
middle  of  the  last  to  the  middle  of  this  century;  since 
the  forties,  however,  the  fraction  has  permanently  and 
rapidly  declined  to  below  one  tenth.  The  fraction  of 
a  class  which  enters  one  of  the  learned  professions, 
law,  the  ministry,  medicine,  teaching,  and  science,  has 


YALE   COLLEGE. 


243 


fallen  from  80  or  90  per  cent  during  the  first  third  of 
this  century  to  nearly  60  per  cent  in  recent  years. 
Though  the  law  still  uniformly  attracts  about  one 
third  of  each  class,  and  medicine  one  tenth,  and 
teaching  and  the  pursuit  of  science  also  about  one 
tenth,  —  somewhat  more  than  they  did  at  the  beginning 
of  the  century,  —  the  defections  from  the  clerical  pro- 
fession and  the  enormous  increase  of  the  part  of  each 
class  devoting  itself  to  business,  have  greatly  changed 
the  distribution  of  the  college  graduates  among  various 
vocations.  The  law  and  business  promise  to  perma- 
nently enlist  two  thirds  or  more  of  the  members  of  each 
class.  The  typical  Yale  College  graduate  of  the  future 
will  be  a  man  who  deals  with  men ;  whose  education 
will  fit  him  to  assume  leadership  in  the  affairs  of  the 
nation  and  of  the  community. 

The    tables    following    put    into    mathematical    form 
some  of  the  statements  of  this  chapter :  — 


Composition  of  the  Faculty  of 

Yale 

College, 

1898. 

Professors. 

Assistant 
Professors. 

Tutors,  In- 
structors, or 
Assistants. 

Total. 

Natural  Science .... 
Ancient  Languages      .     . 
Political  Science  and  Law 

Mathematics 

English 

Modern  Languages      .     . 

History 

Philosophy 

Art 

Music 

Biblical  literature    .     .     . 
Physical  culture  .... 
Military  science  .... 

9 

8 

5 
3 
2 

4 
4 
3 
3 

I 
I 

I 

10 

7 
4 
5 
5 
4 
3 
4 

I 

21 

17 
ID 
ID 
10 

8 
7 
7 
3 
3 
3 
2 
I 

Total 

45 

ID 

47 

102 

244 


YALE. 


o 

G 

1 

v^a  lo  r~,co  o  M  ►-  1-1     CO 

IH     l-< 

0 

CO 

Y-a  »J^  r^  O   f  1   rrco  -1      M- 

■o 

«  d    • 

eg 

-^c  O   C^  O   O   "^MD   1-1      '^ 

r)  1-     • 

O 

1 

lO 

N  "   « 

o 

1 

00 

N^  ro  O  0\  O   M  t^  "      ro 

lO  N   d 

1 

~  $  ^  TOO  CO  ■*  T  «      -^ 

-^  PI     ■ 

--<i  O  «  f)  "  ■*  t^    •      M 
^■^  ro  ro  «   ►-  CO 

ion 
vo  d  d 

NO 

iVo 

5^  CO  "  r^  r^  coco  d     ►- 
4>-  M  n  w      CO 

CO     •     • 

ro  ■<^  t^OV 

^^  CO  C^    1-1         OO    "      . 

vo     •     • 

o 

Y  ^  CO  o  CO  c)  CO  r>,   • 

^  ■-  CO  CO                 t^  1-1       . 

C\    •  CI 

>^  ci  GnoO  CO  m  vO     • 

s^  '^r  CO          ON       .      . 

CO    •     • 

Law 

Ministry 

Teaching  and  Science 
Learned  Professions  . 
Business 

Journalism  and  Litera- 
ture   

Farming 

Unclassified  .... 

YALE   COLLEGE. 


245 


u 


^  "     .   *?^  T'  ^  "T'^  00   ro  «   O   >- 


f)      M      HH      1-1      W 


J:r5.  c-i  d  'i-  d  ro  ON  dsco  "do"' 

fl      p_      M      M      M 


>-_  r;.  "S-  M   >-•   D   t^  Tf  CI 

J?^  -4  M  -^co  d  d  ON  CN "  d  d 

f)    M    «  n    M 


q  o 
d  d 


d  d 


r-.  M   i-O  lA)  Q\      oo  rovo   ro  i-i 
5:^  r^  >-    -i-z/i  d  On  ro  f  J  >-<   d  d 

M      M      «  „  H« 


MD  00   "1  <^  10  Tfvo  CO   M   fl   "-   O 


5r5.co  odt-j^dcdri-dddd 

M  1-,  h-,  M      H< 


^  r^  r^  ^CO  ds'VO  ■^00  d  O 


^vo  06  M  d  onco  -^oo  ►-  o 


Gn  ro  rp  '^  01  vo  r-^  10 
S~^od  00  N  00  t-^  ds  t^od  ■-<   O  O 


ro  CnvO  »o  r^  ro  "^  N        O 


^\q         i-<   ro  10  Tj-00   ro 

&^  d  \o  i^  m'  00  ONvd  ON  o  o  o 


ri  tJ-  tv.  N  vd  d  r^od  000 


5~^  ^  ro  O  On  t^  d\OD  t-^  O  d  O 

CO  •-<  HH 


M4, 


1-1 
Cj  ^  -^  "^  " 


«  2 


.^  t;.«  ^  «  1^  2  S 


;^  S  2  3  •  o  .y 

S  w  E  S  ^  ;z;  S  <  S  S  ^ 


246 


YALE. 


Relative  Importance  of  Various  Studies*  in  the  Curriculum 
OF  SOME  American  Colleges. 


Colleges. 

Yale, 
1895-9- 

Chicago, 
1896-7. 

Princeton, 
1896-7. 

Harvard, 

1895-7. 

Ancient  Languages 
Modern  Languages 
History 

% 
237 

14. 

II.6 

11.6 

ID. 
10.4 

9-5 
71 

% 
2S.3 

13.8 

10.7 

10.2 

8. 

6. 

II. 

% 
20.9 

7.2 

1.6 

8-5 

2.7 

14.1 

14.1 

16.6 

% 
8. 

22.4 

14-3 

II. 

16. 

Political  Science     . 
Englisli       .... 

Mathematics        .     . 
Philosophy 

4-3 
6. 

Natural  Sciences     . 

II. 

*  Art,  music,  and  other  minor  studies  are  omitted. 


CHAPTER  III. 

THE    SCIENTIFIC    SCHOOL. 

THE  Sheffield  Scientific  School  stands  to-day,  among 
the  other  departments  of  Yale  University,  as  a 
recognition  of  the  rights  of  science  to  equal  rank  with 
other  disciplines  in  a  collegiate  training.  But  no  keen- 
ness of  vision  could  have  seen  its  present  position  and 
importance  foreshadowed  in  the  simple  act  of  the  Cor- 
poration which  gave  it  birth.  In  its  simplicity  and 
modesty,  the  establishment  of  the  School  was  not  un- 
like that  of  the  College  itself.  It  was  in  its  initiation 
little  more  than  an  opportunity  and  a  hope;  but  though 
in  resources  infinitely  inferior,  its  ideals  have  always 
been  no  less  lofty  than  those  of  the  great  foundations 
with  which  its  founders  and  early  promoters  were 
familiar. 

The  formal  opening  of  the  School  is  thus  modestly 
announced  in  the  catalogue  of  1847:  "Professors  Silli- 
man  and  Norton  have  opened  a  laboratory  on  the  Col- 
lege grounds  for  the  purpose  of  practical  instruction  in 
the  application  of  science  to  the  arts  and  agriculture." 

Its  progress,  after. a  somewhat  precarious  infancy, 
was  secure,  if  not  rapid.  The  time  was  propitious.  Its 
early  history  fell  in  the  days  of  the  scientific  awakening, 
which  in  its  influences  on  all  phases  of  life  and  of  edu- 
cation has  made  the  first  part  of  the  present  century 
memorable,  and  its  life  spans  almost  the  full  period  of 
modern    scientific    progress    and    enlightenment.     The 


248  YALE. 

firm  establishment  of  the  School  was  assured  by  the 
confidence  and  munificence  of  the  man  from  whom  it 
gained  its  first  endowment  and  permanent  habitation, 
and  its  name.  The  wisdom  of  its  principles  and  its 
ultimate  success  were  assured  by  the  counsel  and  in- 
struction of  such  men  as  Professors  Silliman,  Whitney, 
and  Dana,  and  Presidents  Walker  and  Oilman,  and  by 
men  still  connected  with  the  School,  whose  counsel  has 
been  no  less  valuable  and  whose  instruction  no  less 
scholarly. 

From  this  School,  which  was  opened  in  the  old  Presi- 
dent's house  on  the  campus,  with  two  professors,  eight 
students  and  no  funds,  has  grown  an  institution  which 
numbers  seventeen  professors,  with  forty-five  additional 
instructors,  five  hundred  and  seventy-eight  students  and 
over  two  thousand  graduates.  Its  five  large  and  well- 
equipped  halls  are  additional  evidences  of  growth  and 
stability.  It  is  one  of  the  departments  of  the  University, 
having  its  separate  funds,  instructors,  buildings,  and 
regulations,  governed  like  all  others  by  the  Corporation, 
and  having  equal  privileges  with  other  members  of  the 
University  in  the  libraries,  museums,  reading-room,  and 
dining-hall. 

So  much  for  the  position  of  the  School  among  the 
other  departments  of  the  University.  Of  its  wider  in- 
fluence. President  Gilman  in  his  Semi-Centennial  Dis- 
course says :  "  Not  a  few  [institutions]  have  adopted 
the  methods  here  followed  or  have  called  to  their  sup- 
port those  who  have  here  been  trained.  For  one  such 
institution,  now  celebrating  its  majority,  permit  me  to 
acknowledge  with  filial  gratitude,  the  impulses,  lessons, 
warnings,  and  encouragements,  derived  from  the  Sheffield 
School,  and  publicly  admit  that  much  of  the  health  and 


THE   SCIENTIFIC   SCHOOL.  249 

strength  of  the  Johns  Hopkins  University  is  due  to 
early  and  repeated  draughts  on  the  life-giving  springs 
of  New  Haven," 

To  the  first  course  in  chemistry  nine  others  have 
been  successively  added,  as  the  resources  of  the  School 
permitted,  to  investigate  the  new  fields  which  science 
has  opened  and  to  satisfy  the  demands  for  instruction 
which  new  industries  and  pursuits  are  making  on  schools 
of  science.  But  the  twofold  purpose  of  investigation 
and  instruction,  as  exemplified  in  the  first  laboratory, 
has  always  remained  a  principle  of  the  School.  The 
announcement  of  1847  does  not  differ  in  principle  from 
that  which  for  a  long  series  of  years  has  found  a  promi- 
nent place  in  the  annual  catalogue  of  the  School. 
"  The  Sheffield  Scientific  School  is  devoted  to  instruc- 
tion and  researches  in  the  mathematical,  physical,  and 
natural  sciences,  with  reference  to  the  promotion  and 
diffusion  of  science,  and  also  to  the  preparation  of 
young  men  for  such  pursuits  as  require  special  profi- 
ciency in  these  departments  of  learning."  With  this 
double  purpose  the  School  was  founded,  and  by  this 
double  service  —  the  advancement  of  science  and  the 
advancement  of  knowledge  —  the  School  has  attained 
its  place  among  colleges.  But  though  in  this  depart- 
ment the  study  of  science  predominates,  the  Scientific 
School  has  never  in  the  pursuit  of  science  been  forget- 
ful of  the  value  of  letters.  A  considerable  acquaintance 
with  Latin  is  required  for  admission.  History,  economics, 
the  English  language  and  literature,  are  well  represented 
in  the  instruction  of  the  School.  That  the  humanities 
have  not  been  assigned  to  a  position  of  subordinate 
value  and  usefulness  may  be  seen  from  the  fact  that 
for  more  than  two  decades  the  greatest  American  phil- 


250  YALE. 

ologist  was  the  instructor  in  modern  languages ;  one  of 
the  greatest  economists  began  here  that  inspiration 
of  youth  which  later  helped  to  make  the  Massachusetts 
School  of  Technology  a  worthy  rival,  and,  in  the  Eng- 
lish language  and  literature,  the  instruction  has  been 
given  for  more  than  a  quarter  of  a  century  by  one 
whose  works  are  known  to  the  scholars  of  both 
continents. 

The  undergraduate  instruction  of  the  Scientific 
School  is  arranged  in  ten  distinct  and  parallel  courses, 
among  which  the  student  is  free  to  elect  which  he  shall 
pursue.  These  courses  are  so  arranged  as  to  satisfy 
all  the  usual  demands  of  young  men  desiring  a  scientific 
education.  Each  of  the  groups  is  a  course  well  rounded 
out  with  general  studies,  each  differing  from  the  other 
only  in  subjects  and  instruments,  but  not  in  the  general 
aim  of  a  broad  and  thorough  education  based  chiefly 
on  discipline  in  science.  For  men  who  are  properly 
equipped  and  for  graduate  students,  special  facilities  are 
offered  for  scientific  study  in  various  directions  up  to 
practically  any  degree  of  proficiency. 

This  system  of  group-electives,  whereby  the  student 
elects  the  goal  of  his  studies  and  the  Faculty  fixes  the 
means  by  which  this  may  best  be  compassed,  has  al- 
ways been  a  feature  of  the  Scientific  School.  It  was 
instituted  at  a  time  when  the  system  of  electives,  now 
an  increasingly  important  feature  of  all  colleges,  was 
practically  unknown.  The  wisdom  of  this  system  of 
fixed  elective  courses,  analogous  in  many  respects  to 
those  of  professional  schools,  has  been  confirmed  by 
experience.  The  many  problems  of  unrestricted  elec- 
tives, vexatious  alike  to  Faculty  and  student,  have  been 
solved,  and  a  wise  choice  is  insured.    There  is  no  jostling 


THE   SCIENTIFIC   SCHOOL.  251 

or  crowding  of  subjects,  no  overloading  of  the  student. 
Loss  of  time  and  unprofitable  study,  which  miglit  result 
from  the  choice  of  studies  unclassified  and  unrelated, 
is  averted. 

During  Freshman  year  the  work  is  the  same  for  all 
students.  It  has  a  general  scientific  basis  of  physics, 
chemistry,  and  mathematics,  accompanied  by  the  study 
of  English  and  the  modern  languages,  fitting  the  stu- 
dent alike  for  all  courses  and  preparing  him  to  choose 
intelligently  his  later  special  line  of  study.  At  the  end 
of  the  first  year  the  student  elects  the  particular  course 
to  which  he  will  devote  himself.  But  though  his  time 
and  interests  are  from  now  on  chiefly  given  to  the 
elected  science  or  sciences,  no  conflict  between  these 
and  the  allied  branches  is  allowed.  No  student  gains 
promotion  who  neglects  the  latter.  For  every  under- 
graduate course,  however  special,  aims  not  so  much  to 
make  a  specialist  in  science,  as  through  science  to  lay 
the  broad  foundations  for  a  future  career.  A  system 
of  general  studies,  both  scientific  and  literary,  runs 
through  all  courses.  Among  these  the  study  of  the 
English  language,  both  historical  and  critical,  forms 
an  important  factor.  Nor  is  linguistic  training  ignored. 
Both  French  and  German  are  studied  for  two  years  by 
every  member  of  the  school,  with  the  purpose  not  only 
of  equipping  the  student  for  research  in  his  special  line 
of  study,  but  also  of  obtaining  through  these  languages 
some  of  that  linguistic  discipline  which  in  academical 
schools  is  found  in  the  study  of  Latin  and  Greek. 

One  course  —  the  Select — differs  quite  materially 
from  the  other  courses,  in  that  its  training  is  more 
general  in  character  and  does  not  lead  with  the  same 
directness  toward  any  particular  career.     It  is  planned 


252  YALE. 

for  those  students  who  desire  a  liberal  education  based 
chiefly  on  discipline  in  science,  but  who  do  not  as  yet 
wish  to  specialize  in  any  particular  branch.  It  is  elected 
by  students  who  desire  a  general  preparation  for  more 
special  study  later  or  for  business.  In  this  course  the 
literary,  historical,  and  economic  studies  predominate, 
but  in  connection  with  these  there  is  a  thorough  train- 
ing in  the  more  general  sciences,  —  chemistry,  physics, 
geology,  zoology,  botany,  astronomy,  and  sanitary  sci- 
ence. With  this  course,  from  its  initiation,  have  been 
associated  some  of  the  ablest  members  of  the  Faculty, 
and  many  of  the  graduates,  who  have  gained  eminence 
in  the  various  walks  of  life,  were  enrolled  in  this  course. 

The  course  of  undergraduate  study  extends  over  a 
period  of  three  years.  Additional  entrance  requirements 
and  the  better  equipment  of  preparatory  schools  have 
increased  the  proficiency  of  the  student  on  entering,  and 
with  the  advanced  starting  point,  and  the  consequent 
increase  in  the  maturity  of  the  student,  together  with  the 
improvement  in  the  means  of  instruction,  it  has  been 
possible  to  continually  increase  the  requirements  for  the 
baccalaureate  degree  without  lengthening  the  course. 

The  ample  and  varied  provisions  for  further  study  in 
the  graduate  courses  offer  abundant  opportunity  and 
incentive  for  the  continuance  of  study,  and  many 
graduates  of  this  and  other  colleges  avail  themselves 
of  the  facilities  here  offered  for  more  special  profes- 
sional training  in  the  natural  and  physical  sciences  and 
their  applications.  The  Scientific  School  was  a  pioneer 
in  graduate  instruction.  In  the  facilities  and  incentives 
offered  for  research  work  it  has  always  been  very 
strong,  and  a  large  proportion  of  its  students  have 
been  enrolled  in  the  graduate  courses. 


South  Sheffield  Hall 


THE   SCIENTIFIC    SCHOOL.  253 

The  degrees  offered  in  the  graduate  courses  are  those 
of  Civil  Engineer,  Mechanical  Engineer,  Master  of 
Science,  and  Doctor  of  Philosophy.  The  degree  of 
Civil  or  Mechanical  Engineer  is  conferred  upon  those 
who  follow  the  prescribed  courses  of  higher  study,  and 
acquire,  under  the  supervision  of  the  head  of  the 
Department,  the  requisite  professional  training.  Those 
who  engage  in  studies  of  a  less  technical  character  may 
become  candidates  for  the  degree  of  Master  of  Science 
or  Doctor  of  Philosophy.  The  former  degree  will  re- 
quire at  least  one  year  of  resident  graduate  study,  the 
latter  three  years.  The  requirements  for  the  latter 
degree  do  not  differ  from  those  of  the  other  sections 
of  the  Department  of  Philosophy  and  Arts. 

Provision  is  made  also  for  special  students  not  candi- 
dates for  a  degree,  who  have  already  acquired  con- 
siderable proficiency  in  some  department  of  science 
and  who  desire  to  pursue  certain  special  studies  under 
the  persona]  direction  of  the  head  of  one  of  the 
departments. 

The  methods  of  instruction  in  the  Scientific  School 
are  somewhat  analogous  both  to  the  professional  school 
and  to  the  College.  The  instruction  is  based  on  the 
recognition  of  the  importance,  in  all  future  callings,  of 
habits  of  accurate  thought  and  expression,  exact  analy- 
sis and  observation,  accurate  computation  and  deduc- 
tion. The  various  laboratories  form  one  of  the  chief 
features  of  instruction.  Here  the  student  is,  as  early  as 
possible,  made  acquainted  with  the  instruments  and 
methods  of  research,  and  taught  to  investigate  and  ob- 
serve. He  learns  to  judge  independently  and  at  first 
hand,  and  to  extend  and  perfect  his  knowledge.  His 
instruction   is   throughout  scientific,  rather   than   tech- 


2  54  YALE. 

nical.  The  objects  of  his  investigation  and  study  arc 
the  principles  of  science  and  the  laws  of  its  apphcation 
which  underlie  all  professional  and  technical  pursuits. 

In  the  general  studies  the  men  of  the  different  courses 
recite  in  common.  This  discourages  a  too  exclusive 
course  spirit  by  keeping  men  of  all  courses  in  close 
touch,  and  it  further  encourages  a  healthy  rivalry 
among  the  various  courses. 

One  of  the  ways  in  which  good  scholarship  is  recog- 
nized and  rewarded  is  by  the  awarding  of  honors.  At 
the  end  of  Junior  year  and  again  at  the  end  of  the 
course,  students  who  have  shown  especial  proficiency 
in  all  the  subjects  of  the  course  are  awarded  general 
honors.  Those  who  have  distinguished  themselves  in 
any  particular  study  or  studies  receive  special  honors. 
An  additional  requisite  for  final  honors  is  a  meritorious 
thesis  on  some  subject  approved  by  the  head  of  the 
department. 

In  the  discipline  of  the  School  little  is  heard  of  rules 
and  regulations.  It  has  never  had  any  of  those  agents 
of  compulsory  virtue,  —  marks,  proctors,  dormitories,  or 
chapel.  Yet  nothing  is  heard  of  rebellion  against  au- 
thority, or  of  disagreement  between  Faculty  and  students. 
There  has  always  been  a  manly  spirit  and  a  high  moral 
tone  in  the  student  body,  and  an  entire  absence  of  fric- 
tion between  this  and  other  departments  of  the  Uni- 
versity. The  traditions,  the  surroundings,  and  the  spirit 
of  the  School  all  tell  the  student  that  he  is  here  for 
a  serious  purpose,  and  that  irregularity  in  his  class- 
room work  or  in  his  life  without  the  halls  is  not  tol- 
erated. These  agencies,  most  of  them  intangible  and 
indefinable,  foster  both  inside  and  outside  the  class- 
room a  manly  and    upright  spirit.     But  the  strongest 


m 


1%.  ^'sC 


THE   SCIENTIFIC   SCHOOL.  255 

agency  for  good  is  the  moral  tone  of  the  undergraduate 
world  itself.  The  sentiment  which  pervades  this  body 
is  a  law  which  no  student  infringes  upon  with  impunity. 
Its  penalties  are  severe  and  its  rewards  are  more  highly 
prized  than  any  other  form  of  college  honor.  The 
judgment  of  his  peers  has  accomplished  and  will 
accomplish  what  is  entirely  beyond  the  control  or  in- 
fluence of  faculty  laws  and  regulations.  The  unwritten 
but  strictly  enforced  laws  of  the  student  world  are  the 
most  potent  promoters  of  good  order  and  high  ideals. 

With  the  School's  increasing  age  and  numbers  have 
come  reputation  and  prestige.  With  half  a  century  of 
history  looking  down  upon  him,  the  student  feels  a 
pride  in  the  traditions  and  spirit  of  the  School,  and  in 
all  that  which  distinguishes  the  representative  Yale  man 
he  will  be  found  no  whit  behind  his  academic  brother. 
In  social  and  athletic  honors  there  is  no  distinction. 
All  men  are  born  into  the  undergraduate  world  free 
and  equal.  At  the  end  of  their  course  they  will,  like 
all  Yale  men,  be  rated  according  to  their  merits  and 
accomplishments,  in  that  intricate,  but  to  an  unusual 
degree,  infallible,  undergraduate  honor  system. 


CHAPTER   IV. 

THE   DIVINITY   SCHOOL. 

MOST  young  men  look  forward  to  the  professional 
school  as  a  step,  the  final  one  perhaps,  toward 
their  chosen  lifework.  Few  look  back  upon  it  without 
feeling  that  it  was  more  than  a  stepping-stone,  more 
than  something  to  be  gone  through  with  for  the  sake  of 
that  which  lay  beyond.  Especially  does  the  graduate 
of  the  Yale  Divinity  School  revert  to  his  three  or  four 
years  there  as  a  distinct  period  of  his  life. 

Failure  to  train  its  students  in  the  practical  work  of 
the  profession  would  debar  the  Department  from  the 
right  to  call  itself  a  professional  school.  But  the  thor- 
oughly successful  application  of  this  idea  does  not  con- 
stitute the  whole  aim  of  the  institution.  The  success  of 
its  other  idea,  the  development  of  theological  science, 
has  proved  the  school's  ability  to  do  well  two  things 
at  once.  And  while  the  two  ideas  seem  discordant  in 
theory,  no  one  who  has  seen  and  felt  the  practical  har- 
mony between  them,  as  it  is  manifested  by  the  instruc- 
tors,  can   refuse  to    discount  the   theoretical  objection. 

The  successful  development  of  this  second  idea  has 
led  some  to  look  askance  at  the  School  and  to  distrust 
its  teaching.  But  this  attitude  in  most  instances  follows 
that  small  degree  of  knowledge  which  is  recognized 
as  dangerous.  The  School  is  progressive;  yet  its 
friends  know  that  it  is  rather  conservative  than  radical, 
if  one  must  describe  it  in  no  other  terms  than  these. 


Gkokge  B.  Stevens, 

Dwight  Froftssor  oj  Systematic    TJieolagy 

Emt 
Ge(ir(;e  p.   Fisher, 
Titus  Street  Professor  of  Ecclesiastical  History 


Samuel  Harris, 
DuHght  Frojessor  of  Systematic  Tlieology^ 


and  Dean  of  the  Divinity  School. 
I,Ewis  O.  Brastow,  George  E.  Day, 

Professor  of  Hotniletics  and  the  Holmes  Professor  of  the  Hebrew  Language 


Pastoral  Charge. 


and  Literature,  Emeritus. 


THE   DIVINITY  SCHOOL.  257 

But  it  is  conservative  with  tliat  liberality  which  dares  to 
prove  all  things,  and  hold  fast  that  which  is  good.  No 
scholarly  interpretation,  ancient  or  modern,  is  flouted, 
and  the  daring  theories  of  brilliant  speculators  are  gen- 
erously treated,  and,  if  faulty,  are  courteously  set  aside 
for  the  more  excellent  way.  It  is  an  axicfm  of  the 
School  that  the  truth  lies  somewhere  between  the  two 
extremes;  tradition  does  not  contain  the  whole  of  it, 
nor  are  the  results  of  critical  investigation  absolutely 
without  it.  So  instead  of  holding  to  the  one,  right  or 
wrong,  and  rejecting  the  other,  wrong  or  right,  the  truth 
is  the  goal,  sought  in  truest  sympathy  and  in  utter  fear- 
lessness, and  the  incidental  setting  is  wisely  disregarded. 
Therefore  the  School  has  felt  no  shiver  of  apprehension 
at  the  announcement  that  the  higher  critics  are  in  full 
retreat,  nor  has  it  felt  bound  to  raise  its  voice  in  the 
slogan,  "  Back  to  Tradition  !  "  As  it  has  never  ad- 
vanced beyond  the  point  of  reasonable  certainty  or  de- 
serted that  which  was  felt  to  be  true,  no  retreat  is 
necessary  or  possible.  It  is  well  fitted  to  train  a  man 
to  maintain  an  even  balance  and  open  mind. 

Take,  for  example,  the  work  in  Hebrew.  This  is  the 
first  work  that  impresses  itself  upon  a  Junior's  mind ; 
for  he  toils  at  it  four  or  five  hours  a  day  for  the  first  few 
weeks,  and  about  the  only  bright  spots  in  the  early  part 
of  the  Hebrew  course  are  the  few  moments  each  day 
when  the  instructor  gives  the  results  of  Hexateuchal 
criticism  of  the  passage  before  the  class.  The  reading 
begins  with  the  first  chapter  of  Genesis,  and  the  ideas 
about  the  creation  of  the  world  and  of  man,  and  the 
Garden  of  Eden,  cherished  from  childhood,  are  trans- 
formed into  the  more  accurate  knowledge  of  adult  age, 
yet  withal  so   gradually  and  gently,  that  one  feels  no 


258  YALE. 

shock  save  that  of  surprise  at  his  own  ignorance.  For 
the  instructor  speaks  of  all  as  reverently  as  if  he  were 
preaching  the  Evangel  of  Christ.  There  is  no  pride  of 
attainment  or  display  of  learning. 

One  man  in  each  class  is  expected  to  love  his  Hebrew 
more  than  food  and  sleep,  and  to  pursue  it  even  unto 
Leipzig  or  Heidelberg.  But  the  rest  of  the  class  wres- 
tle with  it  as  best  they  can,  learn  their  pages  of  word- 
lists,  and  hope  devoutly  that  they  are  doing  their  duty. 
To  the  surprise  of  the  men  and  the  credit  of  the  instruc- 
tor they  come  in  time  to  a  considerable  fluency,  and  if 
they  do  elect  the  English  optional  at  Christmas  of  the 
second  year,  with  something  of  that  feeling  of  relief  that 
comes  over  a  law  student  when  he  has  finished  Black- 
stone,  every  man  of  them  is  glad  that  he  can,  if  neces- 
sary, go  back  of  the  "  original  English ;  "  and  better 
than  that,  each  may  carry  away  with  him  the  positive 
assurance  that  a  practical  v/orking  harmony  between 
the  spirit  of  evangelical  piety  and  that  of  scholarly 
investigation  is  possible ;   for  he  has  seen  it. 

The  work  on  the  Greek  of  the  New  Testament  also 
begins  at  the  opening  of  the  Junior  year,  and  the  ac- 
quaintance with  the  language  made  in  college,  and 
the  familiarity  of  the  subject-matter,  free  this  course  of 
the  weights  that  burdened  the  beginner  in  Hebrew.  The 
study  is  critical  in  method,  but  evangelical  in  purpose. 
The  spirit  of  investigation  is  keen,  but  there  is  no  attempt 
to  read  into  the  text  a  meaning  that  was  not  intended  by 
the  writer,  or  to  read  out  what  was  meant  to  be  under- 
stood. The  same  reverent  spirit  that  characterizes  the 
study  of  the  Old  Testament  in  the  original  tongue  is  to 
be  found  here,  and  one  feels  that  he  has  gained,  not  a 
different,  but  a  larger  view  of  the  Gospels  and  Epistles. 


THE   DIVINITY   SCHOOL.  259 

There  is  something  very  familiar,  too,  about  the 
course  in  philosophy  which  opens  with  the  Junior  year, 
although  the  study  now  specializes  in  the  interest  of  re- 
ligion instead  of  dealing  with  the  varied  abstractions  of 
the  undergraduate  courses.  The  old  doubts  and  ques- 
tionings are  revived,  and  new  ones  added ;  some  are 
answered,  some  are  confessed  unanswerable,  and  more 
have  to  be  treated  according  to  the  advice  of  the  dear 
old  man  who  used  to  tell  the  class  to  hang  the  intellec- 
tual difficulties  away  out  of  sight  for  awhile,  and  when 
they  were  taken  down  for  inspection  they  would  be 
found  much  shrunken.  New  truths  are  seen  and  old 
truths  in  new  lights,  and  with  most  faith  grows  stronger, 
and  a  God  and  a  divine  plan  appeal  more  strongly  to 
the  reason.  So  that  when,  in  the  Middle  year,  this 
course  takes  up  the  various  doctrines  of  Christianity, 
and  the  old  and  new  controversies  are  discussed,  one 
is  stronger  to  grapple  with  the  problems,  and  with 
good  hope  of  coming  to  some  solution. 

There  is  no  course  in  dogmatic  theology  in  this 
School ;  partly,  perhaps,  because  there  is  no  creed  by 
which  the  School  is  bound,  its  Faculty  being  inde- 
pendent of  any  ecclesiastical  body;  but  more  directly 
because  of  that  fairness  of  mind  and  freedom  from 
prejudice  that  pervades  the  whole  place.  Practically 
every  shade  of  interpretation  of  the  Scriptural  basis  for 
each  doctrine  is  given  with  perfect  impartiality,  and 
whatever  one's  personal  prejudices  he  is  forced  to  admit 
the  strong  argument  of  opposite  views,  presented  with 
a  weight  and  clearness  that  seem  to  stamp  them  as 
the  instructor's  own  beliefs —  if  one  did  not  know  better. 
From  all  this,  each  man  takes  what  he  believes  to  be 
true,   and  the  fact  that  representatives  of  four   or  five 


26o  YALE. 

denominations  find  the  course  wonderfully  helpful,  is 
the  strongest  proof  of  the  wisdom  of  the  method  and 
of  its  able  and  generous  conduct.  A  subject  that  is 
generally  supposed  to  be  dry  and  uninteresting  is  made 
as  fascinating  as  an  experimental  course  in  physics. 
And  every  man  feels  a  genuine  regret  when  the  course 
ends,  for  each  has  learned  from  the  kindly  treatment 
of  opposed  views  a  lesson  of  Christian  courtesy  and 
respect    for    differing    opinions. 

The  strictly  practical  side  of  the  profession  is  pressed 
through  the  three  years.  And  from  first  to  last  there 
is  held  before  the  class  an  ideal  of  duty  and  privilege 
and  possibility  that  at  once  discourages  by  its  im- 
mensity and  inspires  by  its  beauty.  Preachers  who 
are  gone,  but  at  whom  the  world  still  wonders,  are  the 
models  studied ;  the  men  make  their  first  attempts  at 
sermon-writing  and  delivery,  and  are  criticised,  un- 
mercifully by  the  class  and  with  gentlest  consideration 
by  the  instructor.  The  chances  are  that  every  bit  of 
advice  that  was  so  kindly  given  will  be  treasured  up 
and  confidently  employed  to  the  extent  of  each  man's 
ability.  And  many  a  young  pastor  will  feel  that  his 
success  in  meeting  the  difficulties  and  solving  the 
problems  of  his  parish  is  due  to  the  wise  teaching  and 
kindly  patience  of  the  professor  of  homiletics. 

Another  part  of  the  practical  side  of  the  preparation 
is  the  training  of  body  and  voice  accurately  to  express 
the  thought  of  the  mind.  This  course  is  planned  with 
a  care  that  has  not  often  met  with  proper  appreciation. 

There  has  been  no  intention  in  the  use  of  the  word 
"  practical,"  in  the  preceding  paragraphs,  to  allow  the 
inference  that  the  other  courses  are  unpractical.  The 
subject-matter  of  a  sermon  is  certainly  not   the   least 


Frank  K.  Sanders,  Bknjamin  \V.  Bacon 

Edward  L.  Curtis, 
Holmes  Professor  of  tlie  Hebrew  Language 
and  Literature. 
Frank  C.  Porter,  William  F.  Blackman, 

Winkley  Professor  of  Biblical  Theology.  Professor  of  Christmn  Ethics. 


THE   DIVINITY  SCHOOL.  261 

important  part  of  the  product,  and  it  is  difficult  to 
imagine  a  sermon  that  owed  nothing  to  the  teaching 
of  the  instructor  in  Biblical  theology. 

It  seems  a  large  undertaking  to  attempt  in  two  years 
to  get  a  clear  conception  of  the  religious  institutions 
and  ideas  and  teachings  of  the  whole  Bible.  Such  a 
course  of  study  must  of  necessity  be  general.  Only 
the  outline  is  sketched  for  one,  but  it  is  drawn  with 
bold,  confident  strokes,  that  preserve  the  fair  contour 
indelible  in  spite  of  the  many  erasures  that  mark  the 
repeated  failures  to  fill  in  the  exquisite  details.  The 
course  runs  far  into  the  realm  of  theological  science, 
dealing  with  all  sorts  of  knotty  questions  and  profound 
speculations;  and  yet  there  seems  to  be  no  hesitation 
on  the  part  of  him  who  leads,  and  the  students  follow 
with  a   confidence  that   is   humanly  perfect. 

One  who  fights  God's  battles  needs  to  study  previous 
campaigns.  The  course  in  church  history  in  the 
Middle  year,  together  with  its  sequel  in  the  history 
of  Christian  doctrine  in  the  Senior  year,  give  one  such 
knowledge  of  the  ways  and  means,  the  struggles  and 
opportunities  of  the  Christian  Church  in  the  past,  and 
trace  a  development  that  tends  strongly  to  faith  in  its 
ultimate  triumph. 

Without  such  happy  outlook  the  sociological  work 
of  the  Senior  year  would  darken  the  whole  future. 
The  hideous  and  threatening  and  saddening  features 
of  the  darker  sides  of  modern  life  and  modern  society 
are  put  before  the  men  in  a  stronger  light  than  they 
have  before  seen  them ;  not  only  stated  as  facts  and 
supported  by  statistics,  but  actually  seen  in  a  visit 
to  the  charity  and  correctional  institutions  of  New 
York. 


262  YALE. 

There  is  optional  work  for  those  who  find  time  for  it, 
—  private  criticism  of  sermons,  extra  work  in  Hebrew 
and  Greek  and  in  German  theology,  a  course  in 
apologetics,  readings  from  the  Apocryphal  writings, 
and  an  exercise  in  hymnology.  Besides  which,  all  the 
courses  in  the  Undergraduate  and  Graduate  Depart- 
ments are  open  to  members  of  the  Divinity  School. 

The  variety  of  opportunities  might  prove  a  tempta- 
tion to  slight  the  regular  work  of  the  school,  and, 
recognizing  this,  the  Faculty,  while  placing  no  other 
restriction  upon  the  choice  of  electives  than  that  such 
extra  work  shall  not  conflict  with  that  of  the  regular 
course,  rightly  refuse  to  allow  such  studies  to  count 
toward  the  B.  D.  degree.  But  for  those  who  are  strong 
enough  to  use  aright  these  opportunities,  the  close 
connection  with  the  University  is  another  point  in 
favor   of  the  school. 

For  those  who  desire  to  pursue  theological  study 
beyond  the  prescribed  course  there  is  a  Graduate  or 
Fourth  Year  Class,  to  which  candidates  are  admitted  by 
vote  of  the  Faculty.  The  course  is  fully  abreast  of 
current  thought,  and  the  same  spirit  of  free  discussion 
and  impartial  statement  prevails  here  as  in  the  regular 
course. 

To  speak  of  the  courses  of  study  alone  would  be  to 
omit  some  of  the  strongest  formative  influences.  The 
lectures  by  men  who  are  making  church  history  to-day; 
the  quiet,  sincere  talks  in  the  weekly  prayer  meetings; 
the  united  efforts  at  the  jail,  the  Hospital,  and  the 
City  Missions  ;  the  work  together  in  the  Library,  the 
time  spent  in  the  Music  Room  at  the  social  hour  after 
supper  and  at  the  frequent  receptions  when  student 
and   professor   meet;    the    friendships   that   bind   men 


THE   DIVINITY    SCHOOL.  263 

together  as  College  friendships  can,  —  these  are  influ- 
ences whose  force  one  cannot  reckon.  But  those 
whose. lives  and  characters  have  been  shaped  by  them 
look  back  to  those  three  years  with  inexpressible 
pleasure,  and  join  as  heartily  as  any  in  the  common 
labor  of  love,  "  for  God,  for  country,  and  for  Yale." 


CHAPTER   V. 

THE  MEDICAL  SCHOOL. 

IN  the  fall  of  1896  the  Yale  Medical  School,  for  not 
the  first  time,  demonstrated  its  progressive  spirit 
by  extending  its  term  of  instruction  from  a  three  to  a 
four  years'  course.  It  is  a  matter  of  congratulation  that 
the  change  was  made  without  interrupting  the  usual 
yearly   growth    of  the  School. 

Chartered  in  18 10,  the  Medical  School  becomes  the 
oldest  of  the  professional  departments  of  Yale  Univer- 
sity, and  fifth  in  point  of  age  among  the  medical  schools 
now  existing  in  the  United  States.  For  many  years 
the  School  was  affiliated  with  the  Connecticut  Medical 
Society,  the  professors  being  appointed  by  the  College 
from  nominations  made  by  the  Society,  while  a  com- 
mittee from  the  Society  acted  jointly  with  the  Faculty 
in  examining  candidates  for  graduation. 

The  character  of  the  work  of  a  medical  school  has 
changed  greatly  since  those  early  days.  Then  the  stu- 
dent studied  in  the  office  of  his  preceptor,  and  received 
all  his  practical  training  from  him.  The  Medical  School 
had  to  furnish  only  a  systematic  presentation  of  the 
medical  subjects,  and  to  provide  for  anatomical  dissec- 
tions. So  for  many  years  the  work  of  the  Yale  Medical 
Department  was  carried  on  by  a  system  of  didactic  lec- 
tures, extending  only  through  the  winter  months,  but 
well  adapted  to  supplement  the  instructions  of  the  pre- 
ceptor;  and  when  the  medical  training  began  to  de- 


Medical  School 


THE  MEDICAL  SCHOOL.  265 

velop,  the  Yale  School  was  one  of  the  first  to  add  to 
the  winter  lectures  a  spring  course  of  recitations  and 
laboratory  work  in  chemistry  and  microscopy. 

Identified  with  the  School  during  its  early  years  were 
such  men  as  JEneas  Munson,  Jonathan  Knight,  William 
Tully,  Nathan  Smith,  Henry  Bronson,  and  Benjamin 
Silliman. 

That  the  Faculty  and  curriculum  of  the  Yale  School 
were  well  adapted  to  the  requirements  of  the  times  in 
which  it  was  founded,  is  evident  from  the  position 
which  it  occupied ;  but  changes  early  took  place  in 
the  character  of  the  work  required  of  a  medical  school, 
which  materially  aff"ected  its  prosperity.  The  preceptor 
system  passed  out,  and  in  its  wake  came  a  demand  upon 
the  schools  to  furnish  clinical  instructions.  This  condi- 
tion could  at  that  time  be  most  easily  and  fully  met  in 
the  larger  cities.  The  increased  facilities  for  transporta- 
tion further  favored  the  movement  to  such  schools  as 
those  of  Boston  and  New  York.  Another  element  in  the 
situation  which  acted  unfavorably  upon  the  prosperity 
of  the  Yale  School  in  the  forties  and  fifties,  was  furnished 
by  the  multiplication  of  similar  institutions  just  at  that 
time.  Through  all  these  years,  however,  the  Medical 
School  maintained  its  standard,  and  among  the  addi- 
tions to  its  Faculty  list  at  that  time  were  such  names 
as  David  P.  Smith,  Francis  Bacon,  James  K.  Thacher, 
Charles  A.  Lindsley,  and  Moses  C.  White. 

The  Medical  School  of  to-day  began  in  1879,  when, 
in  advance  of  all  the  medical  schools  in  this  part  of  the 
country  except  Harvard,  a  graded  three  years'  course 
was  instituted,  the  year  lengthened  to  nine  months,  and 
a  system  of  matriculation  examinations  established. 
This  change  so  far  led  rather  than  followed  the  demands 


266  YALE. 

of  the  profession,  that  the  attendance  was  at  once  dimin- 
ished over  sixty  per  cent.  As  other  schools  advanced 
their  requirements  to  a  Hke  level,  the  relative  severity 
of  Yale's  requirements  was  less  marked,  the  numbers 
grew  again,  and  Yale  was  ready  for  the  next  step  which 
her  standard  should  require.  For  medical  science  has 
in  these  last  two  decades  pushed  out  so  far  into  what 
were  then  scarcely  discovered  regions ;  the  specialties 
have  so  multiplied,  and  the  demands  of  the  public  for 
more  knowledge  and  experience  on  the  part  of  their 
physicians  have  so  increased,  that  the  three  years  of 
undergraduate  work  were  found  all  too  short.  In  1896 
the  course  was  lengthened  to  four  years,  the  require- 
ments broadened,  and  the  facilities  for  observing  and 
treating  disease   materially  augmented. 

The  Faculty  now  consists  of  fifteen  professors  and 
assistant  professors,  ten  instructors  and  lecturers,  and 
sixteen  clinical  assistants.  The  clinical  instruction  of 
the  School  is  supplied  principally  by  the  New  Haven 
Dispensary,  whose  buildings  are  situated  upon  the 
School  grounds,  and  whose  principal  attending  physi- 
cians and  surgeons  are  professors  or  instructors  in 
the  School.  During  the  year  1897-98,  this  institution 
treated  a  total  of  16,300  patients,  of  whom  over  5,000 
were  new  cases,  and  dispensed  more  than  20,000  pre- 
scriptions. The  Dispensary  requires  the  services  of  ten 
clinical  professors,  heads  of  departments,  with  twenty- 
four  assistants.  The  new  Dispensary  building,  whose 
early  completion  is  promised,  will  aid  materially  in 
better  utilizing  this  great  store  of  clinical  material.  The 
building  is  to  contain  a  commodious  clinical  lecture 
room,  an  operating  theatre,  and  separate  apartments  for 
each  of  the  specialties. 


Herbert  E.  Smith, 

Professor  of  Chemistry  and  Dcati  of  t/w 
Jiledical  School. 

William  H.  Carmalt, 

Professor  of  the  Principles  and  Practice 

of  Surgery. 


Thomas  H.  Russell, 

Professor  of  Clinical  Sicrgery  and 

Surgical  Anatomy. 

Charles  A.  Lindsley, 

Professor  of  the   Theory  and  Practice 

of  Medicine,  Emeritus. 


THE  MEDICAL  SCHOOL.  267 

Under  the  present  system  of  instruction,  the  first  two 
years  are  mainly  spent  in  teaching  methods  of  study, 
and  in  acquiring  the  mass  of  facts  from  minute  and  gross 
anatomy,  physiology,  and  chemistry,  which  are  necessary 
as  a  basis  for  the  theoretical  and  practical  work  of  the 
later  years.  Anatomy  naturally  claims  a  large  share  of 
attention  for  the  whole  of  the  first  two  years.  Dissec- 
tions of  the  cadaver  occupy  the  winter  months  of  both 
years,  and  strict  quizzes  are  required  on  the  work  done. 

In  physiology,  the  student  is  given  a  recitation  course 
for  the  first  term,  covering  the  elements  of  the  whole 
subject.  This  is  intended  to  familiarize  him  with  the 
ground-work  of  the  vital  processes  of  the  body,  and  to 
better  enable  him  to  comprehend  the  importance  and 
application  of  other  branches  simultaneously  pursued. 
During  the  rest  of  the  first  two  years,  lectures  upon 
minute  physiology  are  given,  and  profusely  illustrated 
by  all  the  more  important  physiological  experiments. 
For  this  purpose  the  Department  has  an  excellent 
equipment  of  apparatus. 

Chemistry  occupies  a  still  larger  amount  of  time  for 
the  first  year,  and  the  course  is  made  to  include  gene- 
ral, analytical,  organic,  and  physiological  chemistry.  A 
large  amount  of  experimental  laboratory  work  is  re- 
quired, which  supplements  a  thorough  course  of  recita- 
tions and  lectures.  The  student  is  taught  not  only  the 
common  reactions  of  the  metals,  but  also  to  identify 
and  separate  them  from   mixtures. 

Histology  and  embryology  complete  the  studies  of 
the  first  year.  These  subjects  are  taught  by  recitations, 
lecture  and  laboratory  work.  Each  student  is  person- 
ally taught  the  use  of  the  microscope,  and  methods  of 
preparing  specimens  for  microscopical  study. 


268  YALE. 

Anatomy  and  physiology  are  continued  through  the 
second  year.  The  student  also  makes  the  acquaintance 
of  materia  medica,  which  course  is  conducted  for  the 
first  term  in  the  laboratory,  where  personal  instruction 
is  given  in  preparing  the  more  common  drugs  for 
medicinal  use.  Later,  a  short  term  in  the  prescription 
department  of  the  Dispensary  gives  an  excellent  idea 
of  how  prescriptions  are  compounded   and  dispensed. 

Pathology  occupies  a  good  share  of  attention  during 
this  year;  and  the  course  includes  recitations,  lectures, 
microscopical  work,  and  attendance  on  autopsies  at  the 
morgue. 

The  immensely  important  subject  of  bacteriology  is 
taken  up  in  a  lecture  and  laboratory  course,  in  which 
all  the  common  bacteria  are  cultivated,  and  their  cultu- 
ral peculiarities  observed.  They  are  later  stained  and 
studied  under  the  microscope. 

With  the  opening  of  the  third  year  the  instruction 
changes.  The  student  then  takes  up  those  branches 
which  more  directly  apply  to  the  practice  of  medicine 
and  surgery.  The  treatment  of  disease  is  approached 
from  three  standpoints.  Under  medicine,  the  study  of 
the  etiology,  symptoms,  physical  signs,  course,  and 
treatment  of  all  the  diseases  is  pursued.  Under  thera- 
peutics, the  materia  medica  are  again  discussed,  as  well 
as  the  other  remedial  agents.  Best  of  all,  in  the  clinics 
of  the  Dispensary,  each  student  is  personally  instructed 
in  the  art  of  physical  diagnosis,  of  utilizing  all  his  senses 
in  recognizing  the  different  diseased  conditions,  and,  in 
general,  of  identifying  not  so  much  the  name  of  the  dis- 
ease, as  the  exact  pathological  condition,  and  applying 
to  it  the  rational  corrective. 

The    extensive   subject  of  surgery  is  covered   by  a 


James  Campbell,  Oliver  T.  Osborne, 

Professor  of  Obstetrics  mid  the  Diseases  Professor  of  l\Iateria  Medica  and 

of  Women  and  Children.  Therapeutics. 

John  S.  Elv, 
Professor  of  *he   Theory  and  Practice 
of  Medicine. 
Harry  B.  Ferris,  Moses  C.  White, 

Professor  of  Anatomy.  Professor  of  Pathology. 


THE   MEDICAL   SCHOOL.  269 

course  of  lectures  extending  over  the  whole  of  the  last 
two  years,  by  an  extensive  experience  in  the  Dispensary, 
and  by  attendance  at  operations  and  ward  clinics  at  the 
hospital.  The  New  Haven  Hospital  is  situated  conven- 
iently near  the  School,  and  is  naturally  an  invaluable 
adjunct  to  the  department.  In  its  amphitheatre  oper- 
ating-room 283  major  operations  were  performed  in 
1897.  In  the  hospital  1,154  cases  received  treatment. 
On  its  attending,  visiting,  and  consulting  staff  are  twenty- 
six  of  the  most  prominent  physicians  and  surgeons  of 
the  city.  During  the  last  two  years  attendance  is  re- 
quired here  on  both  surgical  and  medical  clinics,  in 
which  all  surgical  procedures  and  therapeutical  measures 
receive  ample  illustration. 

Obstetrics  and  gynecology  are  taught  during  this 
year  by  a  course  of  recitations,  and  preparation  is  made 
for  the  practical  training  to  follow. 

With  the  Senior  year  the  student  is  no  longer  a  spec- 
tator at  the  clinics,  but  becomes  an  active  assistant  of 
the  several  physicians  and  surgeons,  and  often,  under 
their  supervision,  is  allowed  the  entire  handling  of  cases. 
He  serves  in  rotation  on  medical  and  surgical  clinics,  as 
well  as  on  those  for  the  skin,  nose,  throat,  ear,  and  eye. 
The  clinics  for  children  —  in  which  babies  make  up 
seventy-five  per  cent  of  the  cases  —  are  especially  large 
and  instructive.  Over  thirteen  hundred  cases  were 
treated  in  this  clinic  alone  during  the  last  year.  He 
also  serves  on  the  gynecology  clinic. 

Finally,  residence  is  required  of  each  student  for  a 
considerable  length  of  time  in  the  Dispensary  building, 
where  they  serve  as  assistants  in  the  midwifery  service, 
under  the  supervision  of  the  head  of  that  department. 
Each  man  is  required  to  attend  and  present  a  written 


2  70  YALE. 

report  of  at  least  two  confinements.  The  specialties  are 
all  taken  up  in  their  order  and  thoroughly  taught,  not 
only  by  recitation  and  lecture,  but  by  abundant  clini- 
cal demonstration.  The  work  of  Senior  year  is  thus 
almost  entirely  practical  clinical  experience.  Lectures 
are,  however,  continued  in  surgery  and  therapeutics, 
while  sanitary  science,  medico-legal  jurisprudence,  and 
insanity  are  also  taken  up. 

To  recapitulate :  the  Yale  Medical  School  strives  for 
the  first  two  years  to  lay  a  solid  foundation,  by  incul- 
cating that  great  mass  of  facts  which  every  physician 
must  have  at  his  command,  and  by  cultivating  a  men- 
tal fitness  for  the  acquirement  of  medical  knowledge; 
in  the  third  year,  to  ground  her  students  in  the  soimd 
theory  of  the  practice  of  medicine  and  surgery ;  and, 
while  continuing  these  theories  in  the  fourth  year,  to 
also  furnish  ample  clinical  facilities  for  observing  and 
treating  the  actual  disease,  and  putting  all  the  theories 
to  the  test. 

As  to  the  standard  of  the  School,  the  Medical  Depart- 
ment has  always  prided  itself  on  one  point :  that,  while 
the  requirements  were  high  and  the  examinations  rigid, 
the  course  of  instruction  was  more  than  sufficient  to 
qualify  the  pupils  for  them.  Quizzing  outside  the 
course,  and  other  similar  helps  outside  the  class-rooms, 
are  rated  as  unnecessary,  and  are  distinctly  discouraged. 


CHAPTER  VI. 

THE   LAW    SCHOOL. 

THE  Yale  Law  School  is  a  school  of  direct  instruc- 
tion. But  it  blends  in  instruction  and  instructors 
the  scholarship  of  the  law  and  the  hard  and  the  strong 
points  of  its  application.  It  would  fit  the  student  to  do 
the  actual  work  of  the  lawyer  as  soon  as  he  may.  But 
it  has  not  hesitated  in  these  latter  years,  with  their 
peculiar  demands,  to  add  another  year  to  its  course  and 
to  raise  its  standard  of  admission. 

The  year  1898  saw  a  graduating  class  of  Yale  LL.  B.'s 
who  had  spent  three  full  years  in  study.  The  reasons 
for  this  lengthening  of  the  course  are  quite  familiar  to 
any  one  who  has  at  all  familiarized  himself  with  the  prob- 
lems of  a  legal  education.  The  increase  in  the  amount 
of  material  to  which  a  lawyer  of  to-day  must  have  ready 
access,  and  the  necessary  elaboration  of  that  system  by 
which  he  is  brought  to  it  most  quickly  and  most  directly, 
have  made  a  longer  course  of  preparation  absolutely  in- 
dispensable. It  is  naturally  better  for  some  reasons  that 
this  additional  year  has  been  required,  for  it  is  apt  to  be 
true  that  at  the  end  of  the  second  year  the  student  has 
acquired  a  legal  taste  and  has  formed  habits  of  thought 
which  enable  him  to  read  law  more  rapidly  and  intelli- 
gently. The  system  of  jurisprudence  has  come  more 
nearly  within  his  grasp,  and  much  more  readily  does  he 
assign  each  topic  to  its  subordinate  position.    From  this 


i-ji  VALE. 

point  of  view,  the  last  year  is  more  valued  than  the  two 
previous. 

To  describe  the  nature  of  the  Yale  legal  education, — 
its  way  of  getting  at  the  point,  —  one  might  use  the  word 
"practical"  in  the  best  sense.  The  personnel  of  the 
Faculty  most  clearly  illustrates  the  method  of  instruction. 
The  majority  of  the  Faculty  and  instructors  are  either 
judges  or  practising  lawyers.  There  are  to-day,  on  the 
teaching  staff,  two  judges  of  the  highest  Court  of  Appeals 
in  Connecticut  and  one  judge  of  the  United  States  Court, 
—  all  holding  recitations  in  regular  class-room  work  cov- 
ering ten  subjects  in  the  curriculum.  The  subtle  science 
of  pleading  is  taught  by  a  judge  of  the  highest  court  of 
original  jurisdiction  in  the  State.  Besides  the  twenty- 
two  professors  and  instructors  who  actually  teach,  the 
system  of  legal  education  at  Yale  is  re-enforced  by  the 
most  helpful  and  often  inspiring  presence  of  additional 
lecturers,  who  now  number  twelve,  and  who  include  such 
men  as  Edward  J.  Phelps,  late  Minister  to  England,  and 
the  Hon.  Nathaniel  Shipman,  of  the  United  States  Circuit 
Court  of  Appeals,  As  a  considerable  number  of  men 
in  each  class  always  intend  to  practise  in  the  State  of 
New  York,  the  School  offers  a  course  in  the  New  York 
code  of  civil  procedure  which  is  taught  by  a  New 
York  lawyer  in  active  practice. 

A  very  distinctive  feature  of  the  School,  and  one 
quite  in  line  with  its  general  principle  of  practical  in- 
struction, is  seen  in  the  intimate  relations  between  the 
instructor  and  student.  This  is  illustrated  almost  con- 
stantly at  the  close  of  recitations,  when  the  students 
gather  in  groups  about  the  instructor's  desk,  receiving 
that  personal  and  more  minute  direction  which  fastens 
on  the  mind  theories  promulgated  in  the   general  ex- 


Francis  Wayland,  Simeon  E.  Balhwin, 

Dean  of  the  Law  School  and  Pro/essor  Professor  of  Co7istitiit tonal  Law, 

of  English  Constitutional  Law.  Corporatiotis,  and  Wills. 

Morris  F.  Tyler, 
Professor  of  General  furispriidence . 

William  K.  Townsend,  Edward  J.  Phelps, 

Edward  J.  Phelf>s  Professor  of  Contracts  Kent   Professor    of  La'w. 
and  Admiralty  jfiiris/>rudc7ice. 


THE   LAW   SCHOOL.  273 

position.  Besides  this,  the  courses  include  a  very  high 
percentage  of  recitations. 

The  regular  courses  and  lectures  are  supplemented 
by  a  series  of  addresses  each  year  in  the  Storrs  founda- 
tion. This  course  calls  jurists  of  particular  eminence 
from  this  country  and  abroad. 

It  is  the  belief  of  the  Faculty  that  the  work  of  the 
first  year  should  be  chiefly  confined  to  the  study  of  text- 
books which  treat  of  the  main  subdivisions  of  law.  In 
addition  there  are  prepared  and  printed  by  the  School 
a  carefully  selected  set  of  leading  cases  to  accompany 
each  separate  subject,  which  must  be  read  and  recited 
upon  in  connection  with  the  regular  lesson.  Daily  reci- 
tations are  held  and  every  man  is  called  up  in  each 
subject  at  least  once  every  other  time. 

In  the  Middle  and  Senior  years  reference  to  cases  is 
constantly  made  during  a  recitation.  Others  are  spe- 
cially assigned  for  study,  and  the  students  are  encour- 
aged to  read  the  reports  freely.  The  School  has  an 
excellent  library  open  both  day  and  night,  and  students 
have  free  access  to  the  shelves. 

Yale  was  the  first  school  in  the  country  to  offer  a 
graduate  course  in  law.  In  1898  the  M.  L.  class  num- 
bered twenty-three  men.  The  School  is  still  the  only 
one  to  offer  a  four  years'  course  culminating  in  the 
degree  of  Doctor  of  Civil  Law.  This  course,  in  addi- 
tion to  other  subjects,  requires  a  thorough  study  of 
Roman  law  and  the  French  code. 

The  mere  raw  bones  of  the  history  of  the  School 
shows  its  great  increase  in  popularity  in  latter  years. 
Another  plain  evidence  of  its  substantial  growth  is  its 
occupation  of  its  new  quarters  on  Elm  Street,  a  building 
most  excellently  adapted  to  its  purposes,  making  the 

18 


274  YALE. 

conduct  of  all  its  exercises  far  more  easy,  pleasant,  and 
effective.  The  building  is  a  few  doors  below  College, 
fronting  on  the  Green.  This  is  the  School's  first  home 
of  its  own.  In  a  very  practical  way  again  the  working 
part  of  the  School  has  been  attended  to  in  this  building 
before  that  which  was  not  absolutely  necessary.  The 
building,  as  it  now  stands,  is  yet  without  its  front,  but 
there  is  not  a  little  reason  to  hope  that  this  condition 
will  not  continue  long. 

The  plan  of  the  building  is  most  convenient.  On  the 
ground  floor  is  a  large  recreation  room  for  the  students, 
and  another  room  containing  lockers  for  the  whole 
School,  and  lavatories.  The  first  and  second  floors 
contain  recitation  rooms  and  smaller  rooms  which  are 
used  by  the  executive  officers  and  by  the  debating  and 
quiz  clubs.  The  entire  third  story  is  given  up  to  the 
library  and  reading  room,  the  latter  equipped  with  long 
oak  tables.  The  outlook  is  pleasant;  the  light  is 
perfect. 

The  Yale  Law  School  has  always  given  a  great  deal 
of  attention  to  debate.  The  Kent  Club,  dating  back  to 
1863,  is  the  oldest  living  institution  of  its  kind  at  the 
University.  It  is  the  public  debating  club  of  the  School, 
holds  weekly  meetings  in  the  School  building,  and  is 
open  to  all  classes.  These  debates  take  a  wide  range 
and  are  warmly  contested.  The  smaller  debating  clubs 
are  very  valuable.  They  contain  from  eight  to  twelve 
members,  and  are  usually  presided  over  by  a  professor. 
They  meet  weekly,  and  each  member  is  obliged  to  make 
a  five  minute  speech  off  hand. 

The  Junior  class  in  the  fall  term  is  organized  into 
clubs  of  twelve  men  each  who  meet  weekly  under  the 
charge  of  the  younger   instructors,  who    conduct   the 


Theodore  S.  Woolsey, 

Professor  of  Ittteritaticital  La7u. 

John  Wukts, 

I'ro/essor  of  Elcvseutary  Law,  Real 
Pro/>erty,  ami  Trusts. 


George  D.  Watrous, 
Professor  of  Contracts,  Torts,  ami  Estates, 

David  Torrance, 
Professor  of  Evidence. 


THE   LAW    SCHOOL.  275 

quizzes  and  review  the  work  which  has  already  been 
covered  in  the  classroom.  As  the  year  advances,  their 
programme  is  varied  by  moot  courts.  A  printed  state- 
ment of  facts  is  given  out,  the  counsel  are  appointed, 
briefs  are  prepared,  and  at  the  end  of  two  weeks  argu- 
ments are  made  and  decision  rendered.  These  clubs  are 
carried  on  during  the  following  years. 

A  moot  court  for  the  whole  school  is  convened  each 
Tuesday.  It  is  presided  over  by  one  of  the  Faculty, 
with  whom  are  associated  as  judges  two  or  more  mem- 
bers of  the  Senior  class.  The  clerk  and  other  court 
officers  are  students.  Cases  are  assigned  to  members 
of  the  lower  classes  for  preparation  for  trial  and  argu- 
ment. The  argument  is  conducted  with  all  the  formali- 
ties of  a  regularly  constituted  court.  The  decision 
is  made  by  the  presiding  officer  and  the  opinions  are 
written  by  the  associate  judges.  The  character  of  the 
court  is  sometimes  changed  and  the  experience  varied 
by  jury  trials,  conducted  with  due  regard  to  all  details 
of  such  proceedings. 

In  1891  the  Yale  Law  Journal  was  established.  It 
is  a  student  publication,  controlled  by  a  permanent 
board.  The  latter  provision  gives  it  character  and 
reliability,  and  at  the  same  time  does  not  detract  from 
the  excellent  effect  upon  the  students  themselves  of  con- 
ducting an  enterprise  of  this  sort.  It  commands  contri- 
butions from  leading  graduates  from  all  over  the  country, 
and  is  becoming  the  organ  of  the  Connecticut  Bar. 

It  is  not  an  uninteresting  feature  of  the  School  that 
its  secret  societies  are  so  healthfully  conducted  as  to 
furnish  much  aid  to  the  members  in  their  studies. 


CHAPTER  VII. 

THE   SCHOOL  OF   FINE   ARTS. 

THIS  department  of  Yale  University  was  founded 
by  Augustus  R.  and  Caroline  M.  Street,  in  1864. 
A  distinct  department  of  the  Fine  Arts  in  the  Univer- 
sity was  a  new  feature  in  the  general  scheme  of  educa- 
tion which  Yale  has  the  credit  of  inaugurating  in  this 
country.  Indeed,  this  step  preceded  the  founding  of 
chairs  of  instruction  in  the  Fine  Arts  in  similar  insti- 
tutions abroad,  a  practice  now  become  quite  common. 

Yale  had  before  this  enjoyed  the  distinction  of 
being  the  first  institution  of  learning  in  this  country 
to  establish  an  art  collection.  In  183 1,  a  building  was 
erected  on  the  campus  for  the  display  of  the  paintings 
of  Colonel  Trumbull,  which  had  been  secured  to  the  insti- 
tution by  purchase.  This  collection  consisted  of  several 
of  the  most  important  of  Colonel  Trumbull's  works,  in- 
cluding the  "  Signing  of  the  Declaration  of  Independ- 
ence," "  The  Battle  of  Bunker  Hill,"  and  "  The  Death 
of  Montgomery  at  Quebec,"  besides  a  collection  of 
historical  portraits  and  miniatures. 

When  Mr.  Street  came  forward  with  the  proposition 
to  found  in  Yale  College  a  distinct  Department  of  the 
Fine  Arts,  his  aim  was  not  simply  to  found  a  museum, 
but  to  establish  "  a  school  for  practical  instruction, 
open  to  both  sexes,  for  such  as  proposed  to  follow 
art   as    a  profession ;   and    to    awaken  and    cultivate    a 


THE    SCHOOL   OF    FINE   ARTS.  277 

taste  for  the  Fine  Arts  among  the  undergraduates  and 
others." 

A  large  and  costly  edifice  was  erected  by  Mr.  Street, 
consisting  of  two  main  wings,  one  34x80  feet,  and  the 
other  72X24  feet,  connected  by  a  central  structure  45X35 
feet.  The  basement  provides  drawing  and  modelling 
class-rooms;  the  first  story  contains  studios,  libraries, 
a  lecture  room,  and  other  class-rooms;  the  second  story 
comprises  fine  galleries  for  the  purposes  of  an  art 
museum,  and  the  third  story  has  additional  rooms  for 
the  "  nude-life  class  "  and  an  etching  studio  fitted  up 
with  a  printing-press  and  necessary  appliances  of  the 
etcher's  art.  The  general  property-value  of  the  institu- 
tion, including  endowments,  is  something  above  four 
hundred  thousand  dollars. 

In  1869,  Mr.  John  F.  Weir  was  elected  Professor  of 
Painting  and  Director  of  the  School.  To  him  was  in- 
trusted the  task  of  shaping  and  directing  all  the  affairs 
of  the  School,  including  its  course  of  instruction.  At 
the  same  time,  Mr.  D.  Cady  Eaton  was  elected  Pro- 
fessor of  the  History  of  Art,  which  chair,  however,  he 
resigned  without  having  entered  upon  his  duties  in  the 
School.  In  1871  a  foundation  for  a  Professorship  of 
Drawing  was  added  through  the  liberality  of  Mr.  Street, 
and  Mr.  John  H.  Niemeyer  was  appointed  to  fill  this 
chair.  In  1879  Professor  James  M.  Hoppin  was  ap- 
pointed Professor  of  the  History  of  Art.  Other  in- 
structors who  have  been,  or  are  still,  connected  with 
the  School,  are:  Dr.  John  P.  C.  Foster,  Instructor  in 
Anatomy;  Harrison  W.  Lindsley,  Instructor  in  Archi- 
tecture [deceased]  ;  Frederic  R.  Honey,  Instructor 
in  Perspective  [resigned]  ;  Miles  A.  Pond,  Assistant 
in  Drawing,  and  George  H.  Langzettel,  Clerk. 


2  78  YALE. 

When  Professor  Weir  was  called  to  take  charge  of 
the  development  of  the  School,  the  institution  was  with- 
out funds  for  immediate  application  ;  but  drawing-classes 
were  opened,  occasional  lectures  given,  and  the  general 
plan  of  the  School  was  definitely  shaped.  Funds  were 
raised  from  various  sources  for  equipping  the  class- 
rooms with  the  requisite  material  for  instruction.  The 
Trumbull  Collection  had  been  removed  to  the  Art 
School,  and  the  now  celebrated  Jarves  Collection  of 
early  Italian  art  was  deposited  in  the  School,  filling  one 
of  the  large  galleries.  With  the  profits  of  a  series  of  im- 
portant exhibitions,  made  up  of  masterpieces  owned  by 
private  collectors  in  New  York,  Professor  Weir  secured 
funds  for  furnishing  and  equipping  the  class-rooms  and 
for  the  purchase  of  casts.  In  1872  a  large  purchase  of 
casts  was  made  in  Europe,  which  has  since  been  added 
to  from  time  to  time.  A  collection  of  Braun's  "  Auto- 
types "  from  the  works  of  the  masters  was  also  formed, 
together  with  collections  of  etchings  and  engravings. 
Eventually,  a  small  but  valuable  collection  of  original 
sketches  by  the  old  masters  was  secured,  including 
Rembrandt's  famous  "  Hundred-guilder  print,"  while 
the  library  of  art-works  and  technical  hand-books  grew 
rapidly. 

It  was  the  intention  of  the  founders,  strongly  empha- 
sized in  conformity  with  the  best  professional  advice 
and  endorsed  by  the  Board  of  Trustees,  that  the  Yale 
School  of  Fine  Arts  should  be,  first  of  all,  a  professional 
art  school,  affording  technical  instruction  in  the  arts  of 
design  —  namely,  painting,  sculpture,  and  architecture, 
—  including  all  that  relates  to  the  history,  literature, 
and  criticism  of  these  arts.  It  was  recognized  at  the 
start,  and  distinctly  emphasized  in  the  gift,  that  art  is  a 


THE   SCHOOL  OF   FINE  ARTS.  279 

liberal  profession,  and  all  its  methods  are  an  intellectual 
process. 

The  School  has  attained  its  position  by  the  thorough 
manner  in  which  this  governing  idea  has  shaped  its 
organization  and  development.  As  thus  associated  in 
the  general  university  scheme,  the  School  of  Fine  Arts 
takes  its  place  with  the  other  professional  schools,  and 
is  accorded  the  same  privileges.  While  providing  for 
the  technical  instruction  in  art,  the  studio-practice  is 
supplemented  by  courses  of  lectures  in  the  history  and 
criticism  of  art  and  related  topics,  while  courses  of  illus- 
trated public  lectures  have  contributed  to  broaden  the 
scope  of  its  instruction  and  usefulness  as  a  department 
of  the  University. 

The  technical  instruction  is  given  in  the  antique  class, 
painting  classes  for  portrait  and  still-life,  nude-life 
class,  modelling  and  composition  classes,  with  courses 
of  illustrated  lectures  in  anatomy,  perspective,  com- 
position, and  in  the  history  of  art. 

Among  the  prizes  is  a  fellowship  prize  of  fifteen 
hundred  dollars  [the  William  Wirt  Winchester  Scholar- 
ship] offered  for  competition  once  every  two  years, 
which  enables  the  successful  competitor  to  pass  two 
years  in  study  abroad.  The  degree  of  Bachelor  of 
Fine  Arts  is  conferred  by  the  University  upon  ad- 
vanced professional  students,  who  are  recommended 
by  the  Faculty  for  marked  ability,  and  who,  having  ful- 
filled the  requisite  elementary  course  in  this  or  some 
other  Art  School,  have  passed  satisfactorily  an  addi- 
tional course  of  advanced  studies  in  the  Yale  Art 
School,  covering  two  years,  and  who  have  produced 
an  approved  original  composition  in  painting  or  sculp- 
ture, and  a  satisfactory  thesis  on    some  topic  relating 


28o  YALE. 

to  the  fine  arts.  Certificates  bearing  the  signatures 
of  the  members  of  the  Art  Faculty  are  given  to  all 
those  who  fulfil  the  requirements  of  the  elementary 
course  of  three  years  in  the  Art  School. 

In  addition  to  its  own  corps  of  instructors,  the  Faculty 
invite,  from  time  to  time,  representative  men  in  the 
various  professions  to  assist  in  the  instruction,  to  criti- 
cise the  work  of  the  composition  class,  to  deliver  lec- 
tures, and  to  exhibit  their  works  in  this  connection,  — 
thus  bringing  the  students  in  touch  with  the  profes- 
sional life  of  the  day.  Many  of  our  most  distinguished 
artists  have  assisted  in  this  way. 

At  the  close  of  the  college  year,  an  exhibition  of  the 
work  of  the  students  in  the  various  departments  of  the 
School  is  held  and  prizes  are  awarded.  These  exhibi- 
tions illustrate  the  two  characteristics  of  the  School,  — 
the  academic  system  employed  in  the  earlier  part  of  the 
course,  and  the  individuality  that  is  promoted  among 
the  advanced  pupils,  the  latter  feature  being  especially 
emphasized  in  the  painting  and  composition  classes. 

But  that  which  gives  the  Yale  Art  School  its  peculiar 
prestige  is  the  breadth  of  its  course  for  the  equipment 
of  the  professional  student,  the  technical  course  being 
supplemented  by  that  which  aims  to  inform  the  pupil 
with  all  that  relates  to  the  history  and  literature  of  art. 
Courses  of  illustrated  lectures  are  open  to  the  under- 
graduates and  the  public.  The  class-rooms  are  equipped 
with  suitable  material  for  instruction,  and  for  the  life- 
classes  three  or  four  models  are  employed  daily  through- 
out the  college  year.  The  walls  of  the  class-room  for 
the  nude  life  are  hung  with  original  studies  by  some 
of  the  most  distinguished  pupils  of  the  Ecolc  des  Beaux 
Arts,  including  studies  by  Bastien  le  Page  and  Dagnan- 


S    ^: 


i  ^ 

• — .  ^ 


5  S 


^  % 


THE   SCHOOL   OF   FINE   ARTS.  281 

Bouveret,  —  that  the  pupil  while  at  work  may  be  aided 
by  the  best  examples  of  students'  work. 

The  Art  Library  is  an  important  adjunct  to  the  class- 
room instruction,  where  the  student  may  become  fam- 
iliar with  the  art  of  the  past  and  the  present,  through 
histories  and  periodicals.  The  library  of  the  School 
contains  full  sets  of  the  more  important  French,  German, 
English,  and  American  art  publications,  and  a  collec- 
tion of  technical  hand-books,  histories,  and  biographies. 
The  cases  also  contain  portfolios  of  etchings,  engrav- 
ings, and  photographic  reproductions.  The  library  of 
the  Art  School  is  open  freely  for  the  use  of  the  pupils 
of  the  School,  while  the  University  Library  is  also  open 
to  them,  the  students  of  the  Art  School  being  entitled 
to  the  same  privileges  accorded  students  in  the  other 
professional  schools  of  the  University. 

The  number  of  students  of  all  classes  now  receiving 
instruction  in  the  Art  School  is  between  250  and  300. 
The  number  of  professional  students  averages  about  60, 
while  an  "elective  class"  from  the  Junior  and  Senior 
classes  of  the  Academic  Department  numbers  about 
40.  In  addition  to  these  there  are  classes  in  free-hand 
drawing  from  the  Scientific  School. 

In  1 87 1  the  Jarves  Collection  of  early  Italian  art  was 
purchased  for  the  School.  This  collection  fills  one  of 
the  main  galleries,  and  numbers  one  hundred  and  twenty 
original  examples,  dating  from  the  eleventh  to  the 
seventeenth  centuries.  Many  of  these  ?i.rc  tempera  paint- 
ings, on  panel.  Some  of  the  more  important  works  are 
by  Botticelli,  Sodoma,  Francia,  Signorelli,  Fra  Diamenti, 
Fabriane,  Lo  Spagna,  Mantegna,  Matteo  da  Siena,  Sano 
di  Pietro,  Gozzoli,  Masolino,  and  Andrea  del  Sarto. 
This    famous    collection,    originally    formed    by   James 


282  YALE. 

Jackson  Jarves,  and  the  Alden  wood-carvings  purchased 
from  the  estate  of  Col.  Bradford  R.  Alden,  give  the  Yale 
Art  Museum  a  distinction.  The  Alden  collection  com- 
prises three  elaborately  carved  confessionals  and  about 
seven  hundred  and  twenty  square  feet  of  carved  oak  wall 
panelling,  of  the  seventeenth  century,  formerly  belong- 
ing to  a  monastery  chapel  in  Ghent.  The  workmanship 
belongs  to  the  best  period  of  Belgian  wood-carving. 
The  Jarves  and  Alden  collections,  the  Trumbull  col- 
lection, a  collection  of  contemporary  works,  and  the 
collection  of  casts  numbering  about  one  hundred  ex- 
amples, comprise  the  Museum  of  the  Art  School,  and 
the  student  has  the  advantage  of  these  for  purposes 
of  study  while  engaged  in  the  technical  work  of  the 
class-room. 

The  Yale  Art  School  takes  its  position  among  the 
Art  Schools  of  this  country  by  reason  of  the  breadth 
and  thoroughness  of  its  course  of  instruction  and  the 
peculiar  advantages  of  its  rich  and  diversified  equip- 
ment. Its  professional  prestige  has  been  well  estab- 
lished. Its  development  has  been  marked  by  a  steady 
growth  and  accretion,  both  in  its  technical  equipment 
and  its  art  collections.  It  is  now  looking  for  addi- 
tions to  its  building  fund,  as  it  already  is  cramped  for 
space.  It  is  also  working  for  the  founding  of  a  chair 
of  Architecture,  with  the  necessary  equipment  for 
establishing  instruction  in  this  branch  of  Art. 


CHAPTER  VIII. 

THE   DEPARTMENT   OF   MUSIC. 

WHEN  Yale  founded  her  Department  of  Music  eight 
years  ago,  she  not  only  pushed  American  Uni- 
versity development  a  long  way  forward,  but  indicated 
more  clearly  than  by  almost  any  other  step  the  breadth 
of  her  own  scheme  of  University  instruction.  The 
record  of  that  department,  in  the  number  of  its  stu- 
dents and  the  quality  of  their  work,  has  shown  that  the 
time  was  ripe  for  this  step.  The  development  of  the 
department  and  particularly  the  quality  of  the  men 
enlisted  in  the  work,  together  with  the  standards  which 
they  have  set,  shows  that  a  spirit  of  truest  scholarship 
inspires  the  whole  undertaking.  It  offers  advantages 
to  many  which  make  immensely  easier  the  conditions 
of  musical  education.  It  is,  at  the  same  time,  relent- 
less in  its  thoroughness,  and  upholds  the  highest  ideals. 
The  department  was  not  created  complete,  if  indeed 
any  such  step  would  have  been  possible.  No  princely 
benefactor  unlocked  with  a  golden  key  all  the  possi- 
bilities of  a  musical  education  in  an  American  univer- 
sity. It  began  humbly,  as  other  departments  began, — 
as  the  College  began.  It  was  in  the  autumn  of  i88S 
that  the  proposition  was  made  at  a  meeting  of  the 
Fairfield  County  (Conn.)  Yale  Alumni  Association  to 
suggest  to  the  Corporation  the  advisability  of  estab- 
lishing a  School  of  Music  which  should  be  in  all  re- 
spects worthy  of  a  place  in  Yale. 


284  YALE. 

At  a  meeting  soon  thereafter,  the  Corporation  took 
up  the  matter  and  appointed  an  energetic  committee 
to  investigate  the  possibihties.  At  the  head  of  this 
committee  was  Dr.  Charles  Ray  Palmer,  who  had  been 
the  earliest  of  agitators  for  a  department  of  music,  and 
who  has  followed  and  aided  the  development  of  the 
school  with  greatest  zeal.  Dr.  Munger  is  another 
member  of  the  Corporation  who  was  early  and  help- 
fully interested  in  the  foundation  of  the  department, 
while  Professors  Seymour  and  Perrin  of  the  Academic 
Faculty  were  among  its  active  friends. 

The  Corporation's  first  definite  act  upon  the  propo- 
sition of  the  Fairfield  County  Alumni  Association  was 
the  passage  of  a  resolution,  at  the  meeting  in  Novem- 
ber, 1890,  to  the  effect  that  the  plan  for  such  a  depart- 
ment was  an  excellent  one,  and  that  the  University  was 
ready  to  proceed  with  it  when  the  sum  of  ^300,000  was 
in  hand  for  that  purpose.  The  beginnings  of  the  de- 
partment were  not,  however,  altogether  deferred  until 
the  arrival  of  such  a  financially  millennial  era.  At  this 
time  the  Hon.  Robbins  Battell  of  Norfolk,  Connecticut, 
became  interested  in  the  plan.  Through  the  co-opera- 
tion of  his  sister,  Mrs.  Ellen  Battell  Eldridge,  funds  were 
soon  forthcoming  for  the  establishment  of  a  Chair  of 
Music,  which  the  Corporation  named  the  Battell  Profes- 
sorship. Donations  from  this  family  for  the  benefit  of 
this  new  school  at  Yale  reached  ultimately  a  handsome 
sum,  which  is  but  one  of  a  series  of  noble  generosi- 
ties on  their  part  in  the   cause  of  Yale  education. 

Dr.  Gustave  J.  Stoeckel  was  the  first  to  be  called 
to  this  chair.  He  was  an  accomplished  musician,  who 
had  been  since  1855  the  college  organist.  Previous 
to    189.0   Dr.  Stoeckel  had    given  some   instruction    in 


^  s 


^ 


<  5 


a    2 


CO    <, 


CA 


^ 

^ 


THE    DEPARTMENT   OF   MUSIC.  285 

music  to  those  of  the  undergraduates  who  desired 
it,  but  this  formed  no  part  of  the  college  curriculum. 
With  the  foundation  of  the  professorship,  however, 
he  offered  three  courses,  Harmony,  Counterpoint,  and 
Musical  Forms,  each  in  two  hour  recitations  once  a 
week.  These  were  open  to  undergraduates,  graduates, 
and  special  students  of  both  sexes.  In  1893,  the 
degree  of  Bachelor  of  IMusic  was  established  by  the 
Corporation.  In  the  following  year  Professor  Stoeckel 
resigned  his  chair. 

It  was  a  piece  of  no  ordinary  good  fortune  that  the 
University  secured  at  this  time  Mr.  Horatio  W.  Parker 
of  Boston  as  the  incumbent  of  the  chair  thereafter 
known  as  the  Battell  Professorship  of  the  Theory  of 
Music.  Mr.  Parker  was  a  pupil  of  Joseph  Rheinberger 
of  Germany.  He  brought  with  him  to  Yale  not  only 
a  thorough  equipment  for  the  position  of  head  of  the 
Department,  but  a  reputation  as  a  composer  and  scholar 
that  had  already  become  more  than  national.  His  best 
known  work  is  the  oratorio,  "  Hora  Novissima,"  but  his 
writings  extend  over  a  great  number  of  musical  forms. 
They  tend  toward  the  ecclesiastical,  in  which  depart- 
ment Professor  Parker  is  the  foremost  American 
worker.  A  recent  oratorio,  "  St.  Christopher,"  which 
has  been  performed  with  much  success  in  New  York, 
is  to  strengthen  Professor  Parker's  position  at  home 
and  abroad  as  it  becomes  better  known. 

At  the  same  time  with  the  appointment  of  Mr.  Parker 
to  the  Battell  chair,  Mr.  Samuel  S.  Sanford  accepted 
the  call  to  the  Professorship  of  Applied  Music.  In  the 
past  three  years  he  has  co-operated  with  Professor 
Parker  most  successfully  in  the  development  of  the 
Department.     Mr.    Sanford  studied    with   some   of  the 


286  YALE. 

best  teachers  in  America  and  Europe,  and  finished  his 
education  under  Anton  Rubenstein.  To  describe  him 
as  a  pianist  would  be  to  use  terms  that  would  seem  ex- 
travagant to  any  but  the  comparatively  limited  number 
who  are  familiar  with  his,  in  many  respects,  unexcelled 
power  with  this  instrument. 

At  this  same  time  also  Mr.  Isidor  Troostwyk,  a 
pupil  of  Joachim,  was  made  instructor  in  violin  playing, 
and  Mr.  Harry  B.  Jepson,  a  graduate  of  Yale,  1893, 
was  made  instructor  of  organ  playing.  At  this  time 
also  the  three  additional  theoretical  courses  were  of- 
fered of  Strict  Composition,  Instrumentation,  and  Free 
Composition. 

And  with  this  great  increase  of  the  Faculty  and  de- 
velopment of  the  course,  came  the  next  necessary  and 
very  valuable  step.  The  College  Street  Church,  which 
was  situated  only  a  few  hundred  feet  from  the  campus 
proper,  was  acquired  by  the  University,  with  the  special 
purpose  of  using  it  in  the  Department  of  Music.  It 
furnishes  an  audience  room  of  considerable  size  for 
concerts,  and  also  accommodates  the  piano  and  violin 
departments  of  the  School. 

A  feature  which  distinguishes  this  Department  from 
similar  ones  in  America,  and  places  it  on  the  same 
plane  with  the  best  schools  of  music  in  Europe,  is  the 
existence  of  the  New  Haven  Symphony  Orchestra, 
which  has  been  organized  in  connection  with  this 
Department,  under  the  direction  and  training  of  Pro- 
fessor Parker.  In  the  short  time  since  its  establish- 
ment it  has  been  brought  to  a  very  high  standard,  and 
is  in  itself  a  distinct  addition  to  the  musical  opportuni- 
ties of  New  Haven.  As  an  adjunct  of  the  school  it  is 
invaluable,  not  only  as  an  educator  in  the  best  works 


THE   DEPARTMENT   OF   MUSIC.  287 

of  the  masters,  but  as  giving  to  a  pupil  the  opportunity 
to  hear  his  own  works  played.  This  enables  him  to 
detect  their  weaknesses  and  to  perfect  his  orchestral 
speech.  The  student  himself  may  play  in  the  Orches- 
tra if  he  is  sufficiently  advanced  in  his  work.  Some  of 
the  results  of  this  practical  training  were  shown  by  the 
concert  in  June,  1898,  at  which  all  the  soloists  were 
students,  and  an  original  composition  of  distinguished 
merit,  by  one  of  the  members  of  this  Department,  was 
performed. 

The  aim  of  the  theoretical  portion  of  the  Department 
is  to  encourage  the  serious  study  of  music  in  its  noblest 
forms,  with  the  ultimate  purpose  of  waking  an  interest 
in  original  composition,  and  training  composers.  The 
theoretical  courses  are  directly  under  Professor  Parker, 
and  while  the  recitations  are  in  classes,  he  finds  time 
personally  to  correct  the  work  of  students  done  outside 
the  class-room.  The  class  instruction  is  practical  and 
direct,  and  largely  by  means  of  blackboard  exercises 
on  the  staff,  in  which  the  student  is  required  to  take 
part,  that  he  may  receive  the  benefit  of  the  criticism 
of  the  class  on  his  work. 

Piano  instruction  is,  of  course,  individual.  Professor 
Sanford  gives  his  personal  care  to  training  those  stu- 
dents who  have  developed  sufficient  technique  in  en- 
semble and  concert  playing.  The  admission  to  the 
piano  department  is  to  those  who  have  a  practical 
acquaintance  with  the  instrument. 

Mr.  Troostwyk  instructs  his  violin  students  individu- 
ally or  in  classes  of  two,  as  the  student  may  elect.  The 
violin  students  come  under  an  instructor  who  combines 
an  excellent  technique  with  a  high  order  of  musical 
intelligence. 


288  YALE. 

The  course  in  organ  playing  is  under  Mr,  Jepson, 
whose  lessons  are  given  individually  in  Battel!  Chapel. 
Mr.  Jepson's  work  is  in  evidence  constantly  in  his  play- 
ing in  the  chapel  services,  and  in  frequent  recitals.  At 
the  latter  the  audiences,  in  their  size  and  character, 
show  that  the  recitals  are  highly  valued  among  the 
musical  opportunities  of  New  Haven. 

The  object  of  the  Department  of  Music  is  to  "  pro- 
vide adequate  instruction  for  those  who  intend  to  be- 
come musicians,  either  by  profession  or  teaching,  and 
to  afford  a  course  of  study  to  such  as  intend  to  devote 
themselves  to  musical  criticism  and  the  literature  of 
music.  The  Department  is  open  to  undergraduates 
and  graduates,  also  to  special  students,  without  dis- 
tinction of  sex."  The  theoretical  studies  consist  of 
Harmony,  Counterpoint,  the  History  of  Music,  Strict 
Composition,  Instrumentation,  and  Free  Composition. 
No  student  is  admitted  to  the  practical  courses,  which 
consist  of  Piano,  Organ,  and  Violin-playing,  unless  he 
has  already  been  admitted  to  one  or  more  of  the  theo- 
retical courses.  Of  the  theoretical  courses,  Harmon}-, 
Counterpoint,  and  the  History  of  Music  are  considered 
elemental.  On  the  completion  of  the  course  in  Coun- 
terpoint, students  "  may  become  candidates  for  a  Cer- 
tificate of  Proficiency,  in  the  Theory  of  Music,  by 
passing  an  examination  —  conducted  partly  in  writing 
and  partly  viva  voce —  in  four-part  Harmony  and  Coun- 
terpoint, in  the  History  of  Music,  and  in  the  Structure 
of  Song  and  Sonata  forms."  An  unprepared  analysis 
of  classical  works  is  also  required. 

The  advanced  courses  of  Strict  Composition,  In- 
strumentation, and  Free  Composition  "  are  open  only 
to  students  who  are  able  to  pass  the  examination  re- 


THE   DEPARTMENT   OF   MUSIC.  289 

quired  preliminary  to  the  granting  of  the  Certificate  of 
Proficiency  in  Theory."  Members  of  these  classes  at 
the  end  of  two  years*  work,  or  its  equivalent,  may  be- 
come candidates  for  the  degree  of  Bachelor  of  Music. 
The  candidate  is  examined  by  the  Faculty  of  the  De- 
partment, and  must  give,  prior  to  his  examination,  sat- 
isfactory proof  of  proficiency  in  the  theory  of  music 
and  in  any  two  of  the  following  languages  (one  of 
which  must  be  a  modern  language) :  Greek,  Latin, 
French,  German,  and  Italian.  He  must  also,  as  a  pre- 
liminary to  his  examination,  furnish  an  original  compo- 
sition in  one  of  the  forms  designated  by  the  Professor 
of  the  Theory  of  Music.  The  examination  itself  is 
in  advanced  Counterpoint,  Canon,  Fugue,  the  higher 
forms  of  Musical  Composition,  and  impromptu  orches- 
tration. 

Diplomas  are  awarded  in  the  department  of  practical 
music  "  to  those  students  who,  having  successfully  com- 
pleted a  three  years*  course  of  instrumental  study,  are 
qualified  to  act  as  teachers  or  to  appear  as  soloists." 

There  are  five  scholarships  now  available  in  the  de- 
partment. Three  of  these  were  given  by  Mr.  Morris 
Steinert  of  New  Haven.  One  is  of  one  hundred  and 
fifty  dollars,  and  is  awarded  for  proficiency  in  playing 
the  violin.  The  other  two  are  of  one  hundred  dollars 
each,  and  are  given  for  piano  and  organ  work.  Last 
year  the  Lockwood  Scholarships  were  founded  by  the 
will  of  the  late  Miss  Julia  A.  Lockwood  of  South  Nor- 
walk.  The  income  is  sufficient  to  pay  the  tuition  of 
two  students  in  the  department. 

The  friends  of  this  Department  now  particularly  de- 
sire, in  conformity  with  their  own  high  standards  and 
with  the   invariable   habit  of  Yale,  a  vastly  increased 

19 


2  90  YALE. 

endowment.  Since  their  desires  for  this  are  founded 
on  such  an  excellent  record,  it  does  not  seem  unreason- 
able to  believe  that  the  Department  will  be  generously- 
assisted  to  a  work  in  the  future  commensurate  with  the 
possibilities  of  the  Department  and  with  the  needs  of 
the  nation  in  this  line  of  education.  None  of  the 
famous  conservatories  of  Europe  is  self-supporting. 
In  some,  notably  the  Paris  Conservatoire  and  the  ad- 
mirable institution  in  Brussels  under  Gevaert,  instruc- 
tion is  given  for  a  nominal  fee.  In  Brussels  five  francs 
yearly  is  charged. 

But  the  study  of  music  is  being  pursued  more  seri- 
ously and  effectively  every  year,  and  the  conditions  for 
study  in  America  are  improving  constantly.  The  out- 
look for  the  future  is  bright  enough  when  one  remem- 
bers how  old  is  Art  and  how  young  is  our  country. 


-.^-^  ill 


.>'    is=f. 


-< 


v#I    .S.- 


-^^ 


CHAPTER   IX. 

THE  GRADUATE  SCHOOL. 

'T^HE  ambition  of  the  first  President  Dvvight,  at  the 
■*•  beginning  of  this  century,  in  the  development  of 
Yale,  was  to  make  it,  not  merely  a  place  where  young 
men  should  pursue  a  curriculum,  but  to  make  it  a  place 
of  research.  In  this  spirit  he  established,  besides  the 
professorships  of  Science,  Mathematics,  and  Classics, 
the  Connecticut  Academy  of  Arts  and  Sciences,  for  the 
purpose  of  bringing  together  the  members  of  the  Faculty 
and  other  men  of  learning  and  science,  for  the  encour- 
agement of  research.  This  idea  was  still  further  devel- 
oped in  the  establishment  in  1818,  by  Professor  Silliman, 
of  the  American  Journal  of  Science,  which  was  the  organ 
of  the  Academy  for  fifty  years.  In  the  next  year,  18 19, 
the  American  Geological  Society  was  founded  here 
and  the  Cabinet  building  was  erected.  The  interest 
in  this  subject  resulted  in  establishing  the  foundation 
of  the  magnificent  collections  of  the  Peabody  Museum. 
This  idea  was  extended  in  1844  by  the  incorporation  of 
a  Philological  Society,  and  by  the  gift  of  a  valuable  li- 
brary to  the  American  Oriental  Society  on  condition 
that  it  be  deposited  with  the  Yale  Library.  These  cen- 
tres of  scientific  and  philological  life  were  the  germs  of 
the  Department  of  Philosophy  and  the  Arts,  projected 
in  1846  for  the  purpose  of  affording  at  Yale  the  oppor- 
tunities for  advanced  study  and  research,  which  could 
only    be    secured    at    that    time    in  the    universities   of 


292  YALE. 

Europe.  The  Graduate  School  of  to-day  has  been 
developed  through  the  years  since  1846  along  these 
lines. 

Courses  of  instruction  were  offered  in  1847,  by  Presi- 
dent Woolsey,  in  Thucydides  and  Pindar;  Professors 
Silliman  in  Chemistry,  Mineralogy,  and  Geology; 
Kingsley,  in  Latin  authors;  Gibbs,  in  General  Phil- 
ology; Olmsted,  in  Natural  Philosophy  and  Astron- 
omy; Stanley,  in  Calculus  or  Analytical  Mechanics; 
Porter,  in  Psychology,  Logic,  and  the  History  of 
Philosophy;  Salisbury,  in  Arabic;  Silliman,  Jr.,  in 
Chemistry,  Mineralogy,  and  Metallurgy;  and  Norton, 
in  the  applications  of  Science  to  Agriculture, 

Truly  a  goodly  opportunity  for  those  days.  The 
omissions  in  the  courses  of  instruction  offered  are 
naturally  striking  to  men  of  the  present  day.  No  lec- 
tures are  proposed  for  Political  and  Social  Science,  and 
History:  nothing  is  offered  in  Modern  Languages, 
including  English;  nothing  in  Music  or  the  Fine  Arts. 
Of  the  honored  Faculty  of  forty  years  ago,  but  one 
remains,  —  Prof.  Edward  Elbridge  Salisbury,  the  pupil 
of  Garcin  de  Tassy  and  of  Lassen,  the  founder  of  the 
chair  of  Sanskrit  and  Comparative   Philology. 

The  Sheffield  Scientific  School  had  its  beginning  as 
a  graduate  department  of  the  University,  under  the  act 
of  the  Corporation  in  1847,  The  explanation  of  many 
of  the  differences  between  the  regulations  for  the  two 
undergraduate  departments  of  the  University  lies  in  the 
earlier  development  of  the  graduate  branch  of  the  Scien- 
tific School.  For  a  time  the  undergraduate  part  of  that 
School  was  so  unimportant  comparatively,  that  its  mem- 
bers received  the  same  freedom  which  was  granted  to  the 
graduate  students. 


THE   GRADUATE   SCHOOL.  293 

Yale  created  its  first  Doctors  of  Philosophy  in  1861, 
—  the  late  Eugene  Schuyler,  LL.  D.,  U.  S.  Minister  to 
Greece ;  James  Morris  Whiton,  well  known  as  a  teacher, 
Greek  scholar,  and  theologian,  and  Arthur  Williams 
Wright,  Professor  of  Experimental  Physics  to-day  at 
Yale.  In  1871-72,  Yale  had  25  graduate  students;  in 
1872-73,  50;  in  1873-74,60;  in  1874-75,55;  in  1875- 
76,60;  in  1876-77,65;  in  1877-78,50;  in  1878-79,45. 
Obviously  and  naturally  the  number  of  students  dimin- 
ished after  the  establishment  of  Johns  Hopkins  Univer- 
sity, and  the  development  of  the  Graduate  Department 
of  Harvard.  To  these  causes  were  added  the  death 
and  illness  of  several  prominent  Yale  Professors,  notably 
Hadley,  Thacher,  and  Packard. 

In  1885-86,  only  42  students  were  registered  in  the 
Graduate  Department  of  Philosophy  and  the  Arts.  In 
1897-98,  270  students  were  so  registered.  The  average 
increase,  then,  has  been  just  seventeen  per  cent  each 
year,  but  the  most  rapid  advance  has  been  made  during 
the  more  recent  years.  Part  of  this  is  due  to  the  admis- 
sion of  women  since  1892  to  the  courses  which  lead  to 
the  degree  of  Doctor  of  Philosophy;  but  of  the  283 
students  of  the  years   1898-99,  only  40  arc  women. 

As  to  the  number  of  courses  of  instruction  offered, 
comparison  with  a  score  of  years  ago  is  somewhat  diffi- 
cult, sinc.e  the  announcement  of  courses  was  then  more 
informal,  and  the  courses  were  often  modified  greatly  to 
meet  the  needs  of  the  particular  students  who  presented 
themselves.  Ten  years  ago  about  six  or  seven  hours  a 
week  of  strictly  graduate  instruction  were  given  in  the 
Department  of  Philosophy;  while  for  1898-99,  28  hours 
of  graduate  instruction  are  offered  in  those  branches. 
In  the  Department  of  History,  Political  Science,  and 


294 


YALE. 


Law,  45  hours  a  week  of  graduate  instruction  are  offered, 
and  even  more  in  that  of  Semitic  Languages  and  BibH- 
cal  Literature. 

During  recent  years  combinations  have  been  made 
between  related  departments,  so  as  to  cover  the  whole 
field  of  learning  better  than  ever  before.  The  Theo- 
logical Seminary  does  not  simply  secure  great  advan- 
tages for  its  students  from  the  courses  of  the  Graduate 
School,  but  also  contributes  courses  in  History  and 
Political  Science  as  Vv^ell  as  in  Biblical  Literature.  The 
Department  of  Philosophy  unites  with  that  of  Greek  in 
the  study  of  Aristotle,  with  that  of  German  in  the  study 
of  Hegel,  and  with  that  of  Natural  Science  in  the  study 
of  the  Theory  of  Evolution. 

Until  1892,  the  Graduate  Department  of  Philosophy 
and  the  Arts  was  conducted  by  an  executive  committee 
of  six  professors,  but  little  formal  organization  was 
attempted.  In  1892,  a  dean  was  appointed;  two  years 
later,  a  more  formal  organization  was  effected  with  an 
Administrative  Committee  of  twelve,  and  a  dean's  office 
opened,  which  has  added'  much  to  the  convenience  of 
the  students  and  the  efficiency  of  the  Department. 

The  Faculty  of  the  Graduate  School  is  composed  of 
those  professors  in  the  University  who  devote  a  large 
part  of  their  time  to  instruction  in  advanced  courses, 
and  of  another  large  class  who  offer  one  or  two  courses 
in  the  Graduate  School,  although  the  bulk  of  their 
instruction  is  in  the  undergraduate  department. 

The  aids  to  study  and  research  in  particular  lines, 
which  the  University  offers,  are  indicated  in  a  brief  out- 
line of  the  contents  of  the  University  Library,  and  also 
in  the  chapters  describing  the  different  departments  of 
study,  with  the  laboratories,  museums,  and  collections  of 


THE   GRADUATE   SCHOOL.  295 

different  kinds,  briefly  touclied  upon  in  connection  with 
their  particular  department  of  study.  The  Hst  of  volun- 
tary associations,  where  students  and  instructors  meet 
for  the  reading  of  papers  and  discussions,  include  the 
Classical,  Mathematical,  Political  Science,  Philosophical, 
Semitic,  Modern  Language,  English,  Physics  Journal, 
Engineers,  Chemical,  and  French  clubs.  Some  of  these 
clubs,  notably  the  Classical  and  Political  Science  clubs, 
have  excellent  quarters  for  their  meetings  and  are 
equipped  with  special  libraries  of  peculiar  value  to  their 
members.     The  Philosophical  Club  has  its  laboratory. 

Since  most  of  the  degrees  offered  in  the  graduate 
courses  are  of  long  standing,  and  the  requirements  are 
so  fully  set  forth  in  the  publications  of  the  University, 
it  is  unnecessary  to  give  a  description  of  them.  The 
degree  of  Master  of  Science,  however,  was  established 
only  in  1897.  It  is  conferred  on  graduates  of  Yale 
or  other  universities  of  two  years  standing  or  upwards, 
who  "  have  taken  their  first  degree  in  Science  and  who 
pursue  successfully  a  higher  course  of  study  in  Science 
under  the  direction  of  the  Governing  Board  of  the  Scien- 
tific School."  The  course  involves  at  least  one  year  of 
resident  graduate  study. 

Besides  the  fourteen  fellowships  in  the  Graduate 
School,  open  to  graduates  of  the  Academic  Department 
of  Yale  University,  the  Corporation  has  within  recent 
years  established,  out  of  the  income  of  University  funds, 
five  other  fellowships  yielding  1^400  each,  open  to  gradu- 
ates of  all  colleges,  with  preference  given  to  those  who 
have  already  spent  one  year  in  graduate  study  and 
shown  capacity  for  original  work. 

Of  scholarships,  there  are  three  open  to  graduates  of 
Yale,  and  twenty  others  recently  created  by  the  Corpo- 


296  YALE. 

ration,  from  the  income  of  University  funds,  yielding 
^100  each,  which  are  open  to  graduates  of  all  colleges. 

This  is  a  part  of  the  story  of  the  workshop  of  Yale, 
but  we  will  be  a  little  out  of  order  for  the  sake  of  show- 
ing how  these  graduate  workers  live.  They  are  not  of 
the  campus  —  of  the  society  of  Yale  —  in  a  strict  sense, 
but  they  have  their  own  world,  which  is  quite  an  addi- 
tion to  the  various  college  worlds  of  New  Haven.  Since 
it  has  come  in  these  latter  times,  it  is  a  part  of  the  plan 
of  this  book  to  speak  of  it,  and,  in  speaking  of  it,  appro- 
priation will  be  made,  almost  verbatim,  of  a  picture  of 
it,  sketched  recently  for  the  Hartford  Courant  by  Mr. 
Francis  Parsons,  who  has  consented  to  its  partial  repro- 
duction here. 

"  The  Graduates'  Club  is  the  centre  of  social  graduate  life. 
The  institution  was  founded  about  eight  years  ago,  and  began 
by  holding  modest  but  congenial  gatherings  in  the  old  Anketell 
house  on  Elm  Street,  in  front  of  the  new  Law  School  building. 
In  1894  the  Club  moved  into  its  present  quarters  —  the  Day 
house  on  Chapel  Street,  opposite  Trinity  Church.  The  house 
is  furnished  very  artistically,  and  contains  many  valuable  pic- 
tures and  a  good  deal  of  heavy  old  furniture. 

"  The  Graduates'  Club  is  by  no  means  an  unimportant  fac- 
tor in  the  university  feeling  at  Yale.  It  serves  to  bring  men 
together  from  all  departments ;  it  gives  them  a  common 
ground  of  companionship,  and  nourishes  a  certain  university 
esprit  de  corps.  Here  tlie  student  meets  his  professor  on  other 
than  class-room  terms.  The  Club  gives  a  personal  and  friendly 
quality  to  graduate  work ;  it  furnishes  an  opportunity  for  men 
of  like  tastes  and  training  to  rub  elbows  and  compare  notes. 

"  Our  graduate  student  comes  in  about  half-past  six,  throws 
his  cap  and  sweater  on  the  carved  oak  chest  just  inside  the 
door,  and  goes  upstairs,  where  the  men  are  sitting  about  the 


THE  GRADUATE  SCHOOL. 


597 


rooms  in  the  cane  chairs,  reading  the  magazines  and  waiting 
for  dinner.  More  men  drop  in  and  say  '  hello.'  Somebody  is 
writing  busily  at  the  desk  in  the  corner,  and  a  few  groups  are 
talking  in  subdued  tones.  Soon  John  in  his  white  apron  ap- 
pears at  the  door  and  says,  '  Dinner  is  served.' 

"  A  small  company  of  men  dine  at  the  Club  regularly,  and 
to  their  number  are  added  the  frequent  transients.  They  are 
not  all  studying  for  degrees,  but  many  of  the  younger  instruc- 
tors, lawyers,  and  newspaper  men  are  among  them.  They 
know  each  other  well,  and  the  conversation  during  dinner  is 
intimate,  embracing  all  manner  of  subjects.  While  the  theo- 
logical student  considers  final  appeals  in  matters  of  ethics, 
while  the  student  of  English  deals  summarily  with  licerary 
affairs,  and  the  scientific  tutor  talks  with  authority  of  kathode 
rays  and  other  disquieting  topics,  every  one  at  the  table  can 
generally  be  depended  upon  to  talk  on  any  subject,  whether  he 
knows  anything  about  it  or  not.  And  when  the  coffee  has 
arrived  and  they  have  *  matched '  for  cigars,  the  whole  com- 
pany has  settled  down  into  a  satisfied,  companionable  spirit, 
and  a  knowledge  that  fate  cannot  harm  them. 

"  Sometimes  the  coffee  is  served  in  the  large  dining  room 
upstairs.  If  there  is  a  visitor  at  the  Club  that  night  it  is  pro- 
per to  show  him  the  Yale  memorabilia  on  the  walls,  and  allow 
him  to  admire  the  coziness  of  the  small  lunch  room  downstairs 
where  there  are  '  boxes  '  in  the  fashion  of  English  coffee-houses, 
and  wall  paper  with  pictures  on  it  of  gentlemen  in  pink  coats 
following  the  hounds. 

"  Probably,  however,  our  graduate  student  will  have  to  hurry 
off  to  work,  or  to  a  meeting  of  his  quiz-club,  and  then  there 
is  a  burning  of  midnight  oil,  or  a  discussion  of  fine  points  of 
medicine  or  law  for  some  time.  But,  perhaps,  after  the  quiz, 
the  reactionary  spirit  will  prevail,  and  some  one  will  go  down- 
stairs to  see  if  there  is  any  beer  in  the  house,  while  others 
group  themselves  in  a  semicircle  before  the  fire.  Then  the 
man  on  the  end  of  the  semicircle  will  reach  for  the  guitar  and 
begin  to  sing  softly  as  if  to  himself,  till,  as  one  by  one  the 


298  YALE. 

other  voices  take  up  the  song,  everybody  forgets  for  a  little 
while  all  about  the  liability  of  common  carriers  and  other 
very  worthy  subjects.  It  is  all  one  whether  the  man  with  the 
guitar  has  begun  '  My  Country,  'T  is  of  Thee '  or  '  She-e-e 
only  answered  ting-a-ling,'  —  and  he  is  equally  liable  to 
begin  either,  —  provided  the  fire  is  blazing  merrily  and  the 
bull-terrier  lies  quietly  enough  on  the  window-seat  to  allow  one 
to  make  considerable  use  of  him  as  a  pillow. 

"  There  have  been  times  —  for  these  graduate  students  are 
regular  devils  of  fellows  on  occasions  —  when  a  few  congenial 
souls  would  push  this  dissipation  so  far  as  to  adjourn  later  to 
Mrs.  Moriarty's  with  the  avowed  intention  of  getting  a  Welsh 
rarebit  and  a  mug  of  ale.  Sitting  in  that  familiar  resort,  amid 
the  familiar  hunting  pictures  and  collegiate  relics,  it  almost 
seems  to  the  Yale  men  as  if  their  undergraduate  days  were 
back  again." 


PREFATORY  NOTE   TO   CHAPTERS   ON 
DIVISIONS   OF   STUDY. 

THE  chapters  that  immediately  follow  are  intended 
to  give  an  outline  sketch  of  the  instruction 
offered  at  Yale  University  in  certain  fields  of  learning. 
Emphasis  is  generally  laid  on  the  instruction  given  in 
the  Graduate  School,  which,  being  of  an  advanced 
nature,  best  indicates  quality  and  aims ;  but  the  sketch 
may  emphasize  the  system  of  undergraduate  instruction, 
for  each  division  is  treated  according  to  its  particular 
characteristics.  A  brief  historical  sketch,  or  a  few  al- 
lusions to  the  past,  indicate  in  each  case  the  traditions 
of  the  Department.  These  chapters  are  not  criticisms. 
If  they  give  the  reader  a  suggestion  of  the  work  that 
is  done  and  the  way  in  which  it  is  done,  they  fulfil 
their  object. 

The  chapters  that  precede,  on  the  Academic  and 
Scientific  Departments  and  professional  schools,  have 
been  impersonal.  These  that  follow  are  full  of  personal 
allusions,  since  by  telling  of  the  men  at  work  in  these 
various  divisions  of  study,  it  is  easier  to  tell  what  kind 
of  study  and  teaching  there  is.  It  so  happens  that 
many  men,  who  have  done  the  best  of  work  and  made 
the  best  of  names  in  Yale,  do  not  appear  in  these 
sketches.  Their  work  has  been  given  almost  entirely 
to  the  established  curricula.  And  some  of  the  makers 
of  modern  Yale  have  only  been  touched  upon,  or  direct 
reference  to  them  altogether  omitted.  Of  such  is  Dean 
Phillips,  by  whose  executive  talent  the  Graduate  School 
has  attained  such  proportions  in  these  last  few  years ; 
Dean  Wayland,  who  should  see  his  long,  heavy  labors 
for  the  Law  School  crowned  in  the  completion  of  a 
building  Tpcrliaps  called  Hcndric  Hall,  after  the  School's 
most  generous  benefactor),  admirably  adapted    for  its 


Soo  YALE. 

work ;  Dean  Smith,  who  took  up  the  Medical  School's 
uphill  financial  fight  without  dismay,  with  a  standard  still 
set  high  and  advancing,  and  who  has  already  seen  the 
beginning  of  a  decent  endowment,  enlarging  quarters, 
and,  better  than  all,  the  making  of  more  and  more  excel- 
lent records  by  graduates.  Other  names  come  without 
suggestion,  —  Harris  of  the  Divinity  School,  author  of 
"  The  Philosophical  Basis  of  Theism  "  and  "  The  Self 
Revelation  of  God ;  "  Stevens,  of  the  same  Faculty,  a 
frequent  and  scholarly  writer ;  Brastow,  whose  work  in 
the  chair  of  Homiletics  and  the  Pastoral  Charge  is  one 
of  the  strong  features  of  the  Theological  School.  The 
work  of  medical  men  like  Lindsley,  Carmalt,  and  White, 
who  have  given  such  long  and  loyal  and  successful 
service,  is  only  indirectly  referred  to.  In  the  Law 
School,  the  reader  is  left  to  infer  the  debt  which  is  due 
to  the  devotion,  the  scholarship,  and  high  name  of 
Baldwin ;  to  the  inspiring  enthusiasm  of  Townsend ; 
to  the  poise  and  strength  of  such  men  as  Woolsey  and 
Tyler  and  Watrous.  Still  one  might  go  on  with  the 
list,  adding  particularly  the  names  of  strong  assistants 
who  pull  the  laboring  oars. 

The  names  that  follow  are  not,  therefore,  given  as  a 
register,  or  by  way  of  discrimination,  but  for  illustra- 
tion. Of  those  named,  the  points  are  given  which  are 
thought  to  be  most  helpful  to  the  understanding  of  their 
work.  Sometimes  it  is  what  a  man  teaches;  again, 
what  he  has  written  or  discovered.  With  the  one,  it  is 
what  the  world  says  of  him ;  with  the  other,  what  his 
students  say  of  him.  Of  one,  all  his  degrees  are  named 
and  his  membership  in  honorary  societies ;  of  another, 
these  are  not  recorded.  In  a  division  like  English,  all 
the  members  of  the  staff  may  be  included ;  in  others, 
like  Natural  Science,  it  has  been  possible  to  sketch  the 
outline  of  the  work  and  the  equipment,  with  an  incom- 
plete enumeration. 


Late  President  Noah  Porter 


CHAPTER  X. 

PHILOSOPHY. 

IN  the  history  of  the  Department  of  Philosophy  *at 
Yale,  one  meets  such  names  as  Jonathan  Edwards, 
Bishop  Berkeley,  and  Noah  Porter.  Of  the  first  and 
last  it  is  safe  to  say  that  no  men  have  had  wider  or 
deeper  influence  on  American  philosophical  thought. 
Bishop  Berkeley's  association  with  Yale,  while  person- 
ally less  direct  than  that  of  the  other  two,  is  perhaps  as 
significant  from  the  exhibition  of  his  personal  interest 
in  the  gift  of  money  and  books. 

The  general  advance  in  studies  psychological  in  the 
years  since  President  Porter's  day,  has  seen  Yale  abreast 
of  it.  The  changes  and  growth  in  this  Department  in 
the  last  fifteen  years  can  hardly  be  better  emphasized 
than  in  the  increase  in  and  development  of  the  Philo- 
sophical Department  of  the  Graduate  School.  Fifteen 
years  ago  there  was  hardly  any  graduate  work  in  Philoso- 
phy. A  few  students,  generally  in  the  Theological 
Department,  would  meet  President  Porter  occasionally, 
and  he  would  help  them  over  difficult  places  in  their 
own  reading.  The  catalogue  for  the  year  1898-99 
specified  twenty-three  graduate  courses  in  the  Depart- 
ment of  Philosophy. 

In  connection  with  this  development  of  the  graduate 
work,  the  friends  of  the  School  consider,  with,  naturally, 
a  good  deal  of  satisfaction,  the  number  and  quality 
of  the  students  of  philosophy  coming  from  abroad,  par- 


302  YALE. 

ticularly  from  Sweden  and  Japan,  and  the  quality  of  the 
work  of  graduate  students.  Many  of  the  theses  from 
this  Department,  presented  to  the  University  for  the 
Doctorate,  have  been  recognized  as  valuable  contribu- 
tions to  the  knowledge  of  the  subject  upon  which  they 
were  written. 

The  philosophical  instructors  of  Yale  are  also  pleased 
wfth  the  number  of  teachers  which  their  Department  has 
furnished  to  other  institutions.  Here  they  have  more 
than  kept  pace  with  Yale's  reputation  for  developing 
educators.  There  are  now  thirty-five  or  forty  instructors 
in  psychological  philosophy  and  co-ordinate  subjects  in 
the  universities,  colleges,  and  high  schools  of  the  United 
States,  Japan,  and  India,  who  have  had  one  year's  train- 
ing or  more  at  Yale.  Since  1889  at  least  twenty  doctors 
of  philosophy  have  gone  out  to  special  positions.  About 
two  thirds  of  the  total  number  teaching  are  graduates 
of  other  colleges  than  Yale.  Only  four  have  taken 
their  Ph.D.  degrees  from  any  other  institution,  and  only 
ten  have  continued  their  studies  elsewhere.  In  our  own 
country  these  include  professors  of  philosophy  at  Am- 
herst, Union,  Williams,  and  University  of  Pennsylvania, 
In  Japan,  Yale  is  represented  by  the  President  of 
Doshisha  College,  and  the  only  professor  of  Ethics 
under  the  Japanese  Government  is  also  a  Yale  man. 
In  India,  she  is  represented  at  Pasumalai,  and  in 
Sweden  at  Upsala. 

The  introduction  of  laboratory  methods,  for  the  pur- 
poses of  experiment  and  measurement,  has  been  one 
of  the  latest  developments.  The  Yale  Laboratory, 
founded  only  six  years  ago,  was  one  of  the  first  to  be 
established  in  this  country.  During  these  few  years, 
it  has    published    four  volumes   on  its  work,  and    the 


PHILOSOPHY.  303 

fifth  is  almost  ready  for  the  press.  It  is  the  only  psy- 
chological laboratory  of  this  country  which  publishes 
its  results.  It  is  excellently  prepared  both  for  teaching 
and  for  original  research. 

The  first  name  at  Yale,  in  this  Department,  is  Ladd. 
Professor  Ladd  has  been  very  prolific  in  his  writings, 
and  his  works  have  had  an  extensive  circulation  and 
have  received  the  most  flattering  endorsements,  not 
only  here,  but  in  England  and  on  the  Continent.  His 
writings  have  been  much  used  in  India  and  two  of  his 
books  have  been  translated  in  Japan.  His  reputation, 
and  the  reasons  for  it,  are  often  not  appreciated  by  the 
undergraduate  student  at  Yale.  This  fact  rests  on  the 
inherent  difficulties  of  making  the  study  of  psychology 
compulsory.  It  is  at  least  very  hard  to  introduce  a  stu- 
dent successfully  to  this  subject  who  approaches  it  in  a 
spirit  of  indifference  or  worse.  But  the  record  of  under- 
graduate opinion  is  not  of  importance  here. 

The  most  advanced  graduate  courses  are,  very 
naturally,  in  charge  of  Professor  Ladd,  and  these  are 
for  the  most  part  conducted  on  the  seminar  plan,  the 
object  being,  not  to  teach  the  tenets  of  any  special 
school,  but  to  inculcate  a  desire  for  the  truth  and 
to  guide  and  stimulate  to  scientific  methods  of  re- 
search. These  courses  sometimes  take  the  form  of 
careful  and  critical  reading  of  some  philosophical  mas- 
terpiece, sometimes  the  investigation  of  some  special 
problem  or  problems  by  the  various  members  of  the 
class. 

Prof  George  M.  Duncan  is  next  to  Professor  Ladd  in 
point  of  service.  In  1888,  after  several  years  of  study  in 
Germany  and  France,  under  such  men  asWundt,  Heinze, 
Zeller,  Paulsen,  Ribot,  and  Janet,  he  came  to  Yale  to  de- 


304  YALE. 

vote  most  of  his  time  to  instruction.  Professor  Duncan 
carries  a  great  deal  of  the  regular  undergraduate  instruc- 
tion in  Psychology  and  Philosophy,  and  offers,  as  well, 
various  graduate  courses  in  advanced  Psychology  and 
History  of  Philosophy  for  which  his  scholarship  especi- 
ally fits  him.  He  has  recently  translated  selected  por- 
tions of  the  writings  of  Leibnitz,  and  made  various 
contributions  to  foreign  magazines  in  the  form  of 
English  bibliographies. 

Prof.  E.  Hershey  Sneath  of  this  Department  has 
a  peculiar  reputation  as  a  teacher.  He  has  provided 
a  series  of  text-books  for  the  purpose  of  making  the 
average  undergraduate  acquainted  with  some  of  the 
chief  philosophical  masterpieces.  It  was  to  this  end 
that  he  organized  and  edited  "  The  Series  of  Modern 
Philosophers"  (8  vols.),  and  also  the  "  Ethical  Series  " 
(6  vols.).  He  himself  wrote  the  "  Philosophy  of  Reid," 
and  the  "  Ethics  of  Hobbes."  Professor  Sneath  bears 
also  a  large  share  of  the  undergraduate  instruction,  and 
is  peculiarly  successful  in  it.  He  also  offers  graduate 
courses,  conducted  after  the  combined  seminar  and 
lecture  method,  in  Philosophy  of  Mind,  Philosophy  and 
Literature,  and  Advanced  Ethics. 

The  work  of  the  psychological  laboratory  of  Yale 
has  already  been  mentioned.  Dr.  E.  W.  Scripture, 
who  conducts  it,  received  his  training  under  Wundt 
and  other  teachers,  and  came  to  Yale  in  1892.  Besides 
editing  the  "  Studies,"  Dr.  Scripture  has  edited  two 
books  ;  one  for  the  Chatauqua  Society,  entitled  "  Think- 
ing, Feeling,  and  Doing,"  and  one  for  the  Contemporary 
Science  Series,  entitled  "  The  New  Psychology." 

Lines  for  special  work  in  Ancient  Philosophy  are  fol- 
lowed by  Dr.  Stearns,  a  member  of  this  Faculty,  who 


O     sS, 


CI. 


^ 


W   a. 


PHILOSOPHY.  305 

has  recently  returned  from  study  with  Zeller,  Erdman, 
and  others.  An  interesting  phase  of  the  subject,  to  wit, 
the  study  of  Psychology  and  Philosophy  as  Applied 
to  Education,  is  taken  up  in  a  course  offered  by  Dr. 
Gervase  Green. 

The  Department  of  Philosophy  at  Yale  has  the  co- 
operation of  some  of  the  other  departments,  as  it  should 
have.  Evolution  can  be  studied  not  only  from  the 
psychological  and  philosophical  standpoint,  but  in  its 
biological  aspect  under  Professor  Williams  of  the  De- 
partment of  Physical  Science.  The  course  in  Hegel, 
offered  for  1898-99,  was  to  be  read  in  the  original  Ger- 
man under  Professor  Palmer  of  the  Modern  Language 
Department,  this  being  preparation  for  the  philosophical 
study  of  the  author  under  Professor  Ladd. 

As  in  the  case  of  so  many  of  the  departments.  Philo- 
sophy at  Yale  is  aided  by  a  club  made  up  of  students 
and  professors  in  this  Department.  The  papers  which 
have  been  first  presented  here  and  freely  discussed, 
have,  in  not  a  few  cases,  excited  a  very  wide  interest. 


CHAPTER  XI. 

POLITICAL   AND   SOCIAL   SCIENCE. 

INTERESTING  evidence  of  the  growth  of  the  social 
sciences  can  be  had  by  a  comparison  of  the  cata- 
logue of  Yale  of  half  a  century  ago  with  that  of  the 
present.  As  the  branches  of  this  subject  have  been 
differentiated,  and  the  spirit  of  scientific  inquiry  has 
spread  to  this  field,  it  has  become  necessary  to  put  a 
considerable  number  of  men  in  charge  of  the  work  for- 
merly successfully  conducted  by  a  single  one.  In  1825 
we  first  find  instruction  given  in  Political  Economy.  It 
was  limited  to  lectures  delivered  before  the  Senior  class 
during  the  first  two  terms.  While  President  Woolsey 
was  at  the  head  of  the  University  he  took  entire  charge 
of  this  Department,  and  it  was  not  until  1872  that  there 
was  a  professorship  for  this  and  allied  subjects. 

In  the  catalogue  of  that  year  was  the  following  state- 
ment: "Professor  Sumner  will  instruct  in  Political 
Economy."  This  single  sentence  meant  much.  In- 
deed, as  one  looks  back  to  the  last  quarter  century  of 
Yale  teaching,  he  finds  in  this  announcement  more  of 
significance  as  to  the  tone  and  force  of  the  truth-loving 
teaching  of  Yale  than  he  could  find  in  almost  any 
other  similar  sentence ;  for  no  teaching  at  Yale  has 
made  such  a  general  and  such  a  deep  impression 
as  the  teaching  of  Sumner,  and  no  influence  has  been 
more  wholesome  than  the  loyalty  to  truth  of  this 
compelling  reasoner. 


POLITICAL   AND    SOCIAL   SCIENCE.  307 

But  as  bearing  on  the  interest  in  and  extent  of  the 
teaching,  it  is  interesting  to  compare  this  provision  for 
instruction  with  the  condition  of  the  Department  to- 
day, when,  aside  from  the  elaborate  undergraduate 
courses,  there  are  twenty-seven  courses  offered  to  grad- 
uate students  by  seven  men  eminent  in  special  branches 
of  the  subject. 

The  American  college  student,  as  a  rule,  is  interested 
in  the  history  of  the  political  and  financial  policy  of  his 
country,  and  desires  a  working  knowledge  of  the  law  of 
economic  forces.  To  gain  this  end  the  general  under- 
graduate courses  at  Yale  are  well  fitted,  and  the  best 
men  of  Yale  teach  in  these  courses,  which  are  most 
popular.  Naturally,  the  instruction  is  developed  along 
much  more  advanced  lines  by  these  same  teachers  in 
the  graduate  work,  and  what  is  offered  there  will  best 
show  the  character  and  strength  of  this  Department. 

In  charge  of  the  courses  in  Societology  and  Anthro- 
pology is  Prof.  William  G.  Sumner,  who  has  now  with- 
drawn all  his  courses  in  Political  Economy.  His  works, 
with  which  the  student  of  American  politics  is  best 
acquainted,  are  "  The  Financier  and  Finances  of  the 
American  Revolution,"  the  Lives  of  Andrew  Jackson, 
Alexander  Hamilton,  and  Robert  Morris,  and  "The 
History  of  Banking  in  the  United  States."  Of  all  his 
writings,  "  What  the  Social  Classes  Owe  Each  Other," 
has  had  the  widest  circulation.  Valuable  assistance  is 
rendered  to  the  course  in  Anthropology  by  the  collec- 
tions in  the  Peabody  Museum. 

Prof.  Henry  W.  Farnam,  who  is  in  charge  of  the 
Department  of  Political  Economy  in  the  Sheffield 
Scientific  School,  offers  to  the  graduate  student  courses 
in  Finance,  Labor  Organization,  and  Pauperism.     He 


3o8  YALE. 

has  been  much  interested  in  the  problem  of  poor  re- 
hef,  and  has  written  quite  extensively  on  this  subject. 
Among  his  articles  along  this  line  are  "  The  State  and 
the  Poor,"  and  "  Progress  and  Poverty  in  Politics." 
Professor  Farnam  is  senior  editor  of  the  "  Yale  Re- 
view," to  which  he  has  been  a  frequent  contributor  on 
questions  of  finance.  He  is  not  only  a  most  generous 
siipporter  of  Yale,  but  one  of  her  most  public-spirited 
of  teachers,  and  can  add  to  the  force  of  theoretical  in- 
struction by  the  considerable  experience  which  his  civic 
and  philanthropic  activities  bring  him. 

The  graduate  courses  in  "  Economic  Problems  of 
Corporations,"  and  "  The  Relation  between  Economics 
and  Ethics,"  are  under  Prof.  Arthur  T.  Hadley.  The 
appearance  of  "  Railroad  Transportation,"  in  1885, 
established  Professor  Hadley's  position  in  his  field,  and 
since  then  his  mastery  of  his  science  has  brought  him 
into  very  close  relations  with  men  in  control  of  the 
largest  railroad  properties.  Indeed,  his  case  illustrates 
one  of  the  interesting  developments  in  the  modern 
environment  of  University  teaching.  In  such  lines  as 
these  sciences  it  is  not  and  cannot  be  so  closely  con- 
tained within  the  "academic  shades,"  —  so  far  separated 
from  the  w^orld  outside  —  as  of  old.  The  blending  of 
the  theoretical  and  real  is  most  wholesome.  Professor 
Hadley  has  been  Labor  Commissioner  of  Connecticut, 
in  which  position  also  he  showed  his  talent  for  dealing 
with  facts  in  a  spirit  broad  and  practical.  For  all  of 
this,  he  has  not  been  drawn  from  the  broader  lines  of 
economic  study.  On  the  contrary,  he  has  so  developed 
in  them  as  to  make  his  election  to  the  presidency  of 
the  American  Economic  Association  a  very  natural 
one.     Among  his  writings  may  be  mentioned  his  com- 


n 


4 


*^ 


Arthur  T.  Hadlev,  John  C.  Schwab, 

Professor  of  Political  Economy.  Professor  of  Political  Science. 

Henry  W.  Farnam, 

Professor  of  Political  Economy. 

Irving  Fisher,  William  G.  Sumner, 

Professor  of  Political  Economy.  Pelatiah  Peril  Professor  of  Political  ana 

Social  Science, 


POLITICAL  AND   SOCIAL  SCIENCE.  309 

paratively  recent  "  Economics,"  which  is  not  only  a  new 
text-book  for  students,  but  one  most  serviceable  to  the 
business  man  or  general  reader. 

Prof.  William  F.  Blackman,  who  occupies  the  chair 
of  Christian  Ethics,  takes  up  such  problems  of  Ameri- 
can life  as  the  negro,  the  immigrant,  the  defective,  de- 
pendent, vicious,  and  criminal  classes;  the  city,  the  wage 
and  factory  system,  the  family,  communism,  socialism, 
and  anarchism.  In  connection  with  these  courses  are 
given  the  opportunity  for  the  inspection  of  the  work- 
ings of  the  charity  and  correctional  institutions  of  New 
York  City. 

The  courses  offered  by  Prof.  John  C.  Schwab  are  in- 
tended to  give  the  student  a  general  knowledge  of  the 
fundamental  principles  of  taxation  and  finance,  together 
with  a  broad  outline  of  the  financial  and  industrial  his- 
tory of  this  country.  He  is  an  authority  on  the  finances 
of  the  Confederate  States,  and  has  written  extensively 
along  this  line.  He  also  offers  a  course  on  this  subject, 
—  the  only  one  to  be  found  in  the  catalogue  of  any 
American  university.  Professor  Schwab  is  editor  of 
the  "Yale  Review,"  to  which  he  has  made  frequent 
contributions. 

What  might  be  called  the  mathematical  side  of  Po- 
litical Economy  is  not  the  side  which  appeals  with  per- 
haps the  most  interest  to  the  general  student  or  reader. 
It  is  a  development  of  the  science  of  the  very  greatest 
importance,  and  its  future  is  most  interesting.  The 
interest  in  it  is  more  general  abroad.  Perhaps  for  that 
reason.  Prof.  Irving  Fisher's  reputation  is  making  even 
faster  there  than  here.  Professor  Fisher  was  graduated 
from  Yale  only  in  1888,  but  has  done  very  unusual  work 
in    that  time   in   this  line    of  the   development    of  the 


3IO 


YALE. 


mathematics  of  Economics.  His  "  Appreciation  and 
Interest,"  and  a  series  of  articles  on  "  Capital,"  served 
to  establish  his  position.  In  his  "  Theory  of  Value  and 
Prices,"  he  has  applied  to  the  problems  of  Political 
Economy  the  principles  of  Mechanics  and  Hydrostatics. 
In  his  mathematical  work  Professor  Fisher  has  pre- 
pared an   introduction  to  the  Infinitesimal  Calculus. 

George  L.  Fox,  head  of  the  Hopkins  Grammar 
School  and  connected  with  this  department  of  instruc- 
tion in  the  Graduate  School  of  Yale,  offers  a  course  on 
Comparative  Municipal  Government.  He  approaches 
his  subject  from  a  very  practical  point  of  view,  and  his 
course  is  thus  adapted  to  teaching  to  the  student  his 
duties  in  politics. 

The  increased  size  of  the  classes  in  the  Department 
of  Political  and  Social  Science  has  suggested  the 
scheme  of  assistants,  who  relieve  the  professors  of  part 
of  the  care  of  the  class-room  work.  The  plan  makes 
the  professors'  work  all  the  more  valuable,  and  supplies 
the  element  which  is  sometimes  missing  in  the  treatment 
of  large  classes. 

In  order  to  further  the  development  of  Political 
Science  in  the  University,  there  was  published  in  May, 
1892,  the  first  number  of  the  "Yale  Review,"  which  has 
since  become  one  of  the  leading  economic  journals  of 
the  country.  The  magazine  is  edited  by  the  professors 
in  this  Department,  including  Prof.  Edward  G.  Bourne 
of  the  Department  of  History.  "  Committed  to  no 
school  and  to  no  party,  but  only  to  the  advancement 
of  sound  learning,  it  aims  to  present  the  results  of  the 
most  scientific  and  scholarly  investigations  in  Political 
Science." 

One  of  the  most  useful  adjuncts  to  the  Department  is 


POLITICAL   AND   SOCIAL   SCIENCE.  311 

the  Political  Science  Club,  formed  of  the  Faculty  and 
graduate  students  interested  in  general  economics. 
The  meetings,  which  are  held  every  two  weeks,  are 
occupied  with  the  discussion  of  the  questions  of  the 
day,  or  with  the  reading  of  one  or  more  papers  on  any 
subject  of  interest  to  the  members.  Through  the  gen- 
erosity of  Professor  Farnam,  the  society  has  a  room 
very  tastefully  furnished  and  provided  with  a  good 
working  library.  The  room  is  open  to  the  members  at 
all  hours,  and  as  the  library  is  composed  largely  of 
reports  and  works  in  general  demand,  it  is  admirably 
fitted  for  purposes  of  reference. 


CHAPTER  XII. 

HISTORY. 

A  REVIEW  of  university  study  in  this  country  for 
a  half  century  shows  a  remarkable  slowness  in 
admitting  to  History  a  place  as  an  advanced  study.  It 
shows  also,  that,  when  once  its  position  was  recognized, 
that  position  strengthened  and  developed  everywhere 
with  remarkable  speed.  Yale  was  not  a  pioneer  in  the 
history  movement.  She  has,  however,  in  recent  years 
very  freely  responded  to  its  impulse,  and,  in  the  rapidity 
of  development  of  her  historical  courses,  has  forged 
well  to  the  front. 

The  distinctive  feature  of  the  organization  at  Yale  of 
the  work  in  History,  is  the  separation  of  the  graduate 
and  undergraduate  courses,  which  allows  the  closest 
adaptation  of  methods  of  instruction  to  the  ends  in 
view.  The  undergraduate  work  is  more  general  in 
character,  and  is  designed  to  interest  the  students  in  his- 
tory, to  train  them  in  intelligent  judgment  of  historical 
events,  and  to  help  them  to  the  acquirement  of  a  fair 
amount  of  positive  historical  knowledge,  by  a  discussion 
of  the  sources  of  information  and  by  teaching  them  how 
to  discriminate  between  the  essential  and  the  non-essen- 
tial. The  graduate  work,  on  the  other  hand,  is  more 
especially  designed  to  train  the  students  to  certain 
methods  of  research  and  criticism.  It  presupposes  a 
general  knowledge  of  the  period,  and  is  directed  towards 


HISTORY.  313 

the  testing  of  accepted  ideas  or  the  extension  of  existing 
knowledge. 

The  student  who,  after  a  general  course  of  historical 
study,  devotes  two  or  three  years  to  this  practical  work, 
will  be  equipped  for  the  proper  prosecution  of  historical 
investigation  and  for  an  independent  solution  of  all  his- 
torical problems,  up  to  the  limit  of  his  intellectual  power. 
He  will  know  how  the  work  ought  to  be  done ;  he  will 
instantly  discriminate  between  good  and  bad  historical 
work,  and  so  far  as  his  natural  gifts  permit,  he  will  him- 
self do  good  work. 

This  very  sharp  differentiation  between  the  graduate 
and  the  undergraduate  work  is  maintained,  because  it  is 
believed  that  the  needs  of  the  majority  of  the  two  classes 
of  students  are  essentially  different,  and  that  the  needs 
of  each  could  be  less  perfectly  met  by  any  other  system. 
If  the  individual  student  is  not  ready  for  the  advanced 
work,  he  will  be  urged  to  take  the  undergraduate 
courses,  and  if  he  is  a  candidate  for  a  doctor's  degree 
he  will  be  compelled  to  take  them,  unless  he  has  covered 
the  ground  in  some  other  perfectly  satisfactory  way. 

The  teaching  force,  as  now  constituted  at  Yale,  con- 
sists of  four  professors,  one  assistant  professor,  two  lec- 
turers, and  two  assistants.  Twenty-five  years  ago  all  the 
work  in  history  was  done  by  one  man.  Professor  Wheeler, 
who  is  now  the  senior  officer  of  the  Department. 

When  appointed,  he  was  the  first  man  chosen  to  the 
chair  of  History  at  Yale  apart  from  Ecclesiastical  His- 
tory. He  is  still  in  active  service  with  apparently 
undiminished  powers.  It  is  certainly  an  uncommon 
distinction  in  one  of  the  older  colleges,  for  a  pioneer 
of  the  Department  to  see  such  growth  in  his  field  of 
work  as  Professor  Wheeler  has  witnessed.     Before  Pro- 


314  YALE. 

fessor  Wheeler  began  his  work  as  instructor  thirty  years 
ago,  the  historical  teaching  at  Yale  had  been  small  in 
amount  although  scholarly  in  character. 

On  the  other  hand,  one  or  two  terms  work  with  a 
stirring  teacher,  fresh  from  study  w^ith  Laboulaye  and 
Droysen,  must  have  imparted  new  life  to  the  latter 
months  of  a  college  course  in  the  early  seventies. 
Professor  Wheeler  had  not  been  here  long  before  he 
had  secured  a  hold  on  the  students,  which  has  grown 
stronger  with  the  lapse  of  years.  He  is  always  sure  of 
a  large  student  audience  at  any  public  lecture.  He  is  a 
keen  and  incisive  critic  of  character,  and  emphasizes 
effectively  the  element  of  personality  in  history.  His 
thorough  knowledge  and  independent  judgment  gain 
him  the  confidence  of  the  student  body,  even  when  their 
assent  to  his  views  may  be  withheld.  Of  late  his  work 
has  been  mainly  in  modern  European  history,  from  1789 
to  the  present  day.  His  residence  in  Paris  and  Germany 
during  the  changes  and  the  growth  of  the  middle  sixties 
has  made  him  an  especially  interesting  instructor  and 
guide  through  the  labyrinth  of  modern  Continental 
history. 

Next  to  Professor  Wheeler  in  length  of  service  is  Prof. 
George  B.  Adams,  who  came  to  Yale  ten  years  ago  as 
the  successor  of  Professor  Dexter  in  the  Larned  chair  of 
American  History.  Two  years  later.  Professor  Adams 
was  transferred  to  European  History,  and  in  this  field 
now  confines  his  teaching  to  the  Middle  Ages,  with  the 
exception  of  a  course  in  English  Constitutional  History. 
Professor  Adams'  earlier  studies  were  pursued  under 
Professor  Wheeler's  direction.  Later,  after  a  period  of 
teaching,  he  went  to  Leipzig,  where  he  worked  with 
Arndt  and  Maurenbrecher.     As  a  teacher  and  writer  he 


George  B.  Adams, 
Professor  of  History. 
Edward  G.  Bourne, 
Professor  of  History. 


Arthur  M.  Wheeler. 
Durfee  Professor  of  History. 
Charles  H.  Smith, 
Lamed  Professor  of  Aniericatr  History. 


HISTORY.  315 

excels  in  lucid  exposition,  and  this  quality,  supported 
by  thorough  scholarship,  has  enabled  him  to  achieve 
remarkable  success  in  presenting  to  the  public,  in  a 
readable  form,  the  results  of  modern  scholarship.  His 
"  Civilization  of  the  Middle  Ages,"  and  "  French  His- 
tory," are  admirable  specimens  of  such  work.  As  a 
teacher  Professor  Adams  is  stimulating  ahke  to  grad- 
uates and  undergraduates.  His  energy  and  enthusiasm 
become  contagious.  His  activity  as  an  officer  of  the 
Department,  as  a  member  of  the  Council  of  the  Ameri- 
can Historical  Association,  and  as  Chairman  of  the 
Editorial  Board  of  the  American  History  Review,  has 
extended  in  the  University  and  beyond  its  walls  a 
powerful  interest  for  the  promotion  of  sound  historical 
study. 

Prof.  Charles  H.  Smith  has  occupied  the  Larned  chair 
of  American  History  for  eight  years.  He  came  to  Yale 
from  Bowdoin.  During  his  service  here,  the  work  in 
American  History  has  developed  very  rapidly,  reaching 
such  proportions  as  to  require  a  division  of  the  field. 
Professor  Smith  now  devotes  much  of  his  time  to  Con- 
stitutional History.  Students  think  highly  of  his  lec- 
tures. They  "  get  a  great  deal "  from  them.  His 
instruction  is  clear,  well  thought  out,  and  pervaded  by 
an  admirable  sanity  of  judgment  and  a  natural  fairness 
of  mind.  These  qualities  make  him  the  trusted  adviser 
as  well  as  helpful  teacher  of  a  large  portion  of  the  stu- 
dent body. 

The  general  courses  in  American  Political  History, 
formerly  given  by  Professor  Smith,  were  in  1897-98  as- 
signed to  Prof.  Edward  G.  Bourne,  who  had  returned  to 
Yale  in  1 895,  to  take  a  professorship  in  History.  Pro- 
fessor Bourne  was  graduated  from  Yale  in  1883,  and  was 


3i6  YALE. 

appointed  an  instructor  in  History  and  a  Lecturer  in 
Political  Science  in  the  College  in  1886.  After  two 
years  he  left  to  accept  a  position  at  Adclbert  College, 
where  in  1890  he  was  made  Haydn  Professor  of  History, 
filling  the  position  until  his  second  call  to  Yale.  Pro- 
fessor Bourne  had  before  this  been  teaching  European 
and  English  History.  The  change  provides  for  an  in- 
crease of  the  number  of  courses,  and  especially  for  more 
attention  to  Colonial  History.  It  is  also  in  accord  with 
Professor  Bourne's  predilections,  as  American  history 
has  been  the  field  of  his  special  studies.  Besides  the 
political  side  Professor  Bourne  has  investigated  particu- 
larly the  early  discovery  period.  Among  his  writings, 
his  studies  on  certain  chapters  of  the  Federalist  and  the 
formation  of  the  Constitution,  are  particularly  worth 
noticing.  Professor  Bourne's  work,  particularly  with 
his  graduate  classes,  shows  a  very  progressive  and 
thoroughly  scientific  spirit. 

The  courses  previously  in  Professor  Bourne's  charge 
are  now  in  the  hands  of  Assistant  Professor  Richardson, 
who  graduated  from  Yale  in  1889  and  was  Instructor 
in  Political  Science  and  History  in  Colorado  College 
during  1889  and  1890.  In  1892  he  was  appointed  to 
the  professorship  of  History  in  Drury  College,  filling 
this  position  until  his  call  to  Yale  in  1897.  A  two 
years'  leave  of  absence  having  been  granted  him  in 
1895  by  the  authorities  of  Drury,  he  spent  this  time 
in  work  at  Heidelberg  with  Winkelmann,  Schaefer,  and 
ErdmannsdorfFer.  The  public  have  received  a  very 
favorable  impression  of  Professor  Richardson's  schol- 
arship and  abilities  from  his  recent  volume,  "The 
National  Movement  in  the  Reign  of  Henry  the  Third." 

An   unusual    and    valuable    feature    of   the    history 


HISTORY.  317 

courses  at  Yale  is  the  opportunity  to  study  the  mod- 
ern history  of  the  far  East,  —  China,  Japan,  and  India, 
—  and  their  relations  with  Europe.  The  events  of  the 
year  1898  and  those  which  will  flow  from  them  in  the 
future,  will  inevitably  direct  the  attention  of  an  increas- 
ing number  of  students  to  this  field  of  study.  This 
course,  as  well  as  two  others  on  Ancient  and  Mediaeval 
Oriental  History,  is  conducted  by  Mr.  F.  W.  Williams, 
the  son  of  the  eminent  Orientalist,  Prof.  S.  Wells  Wil- 
liams. Family  associations,  a  childhood  spent  in  the  far 
East,  and  study  and  travel  in  Europe,  give  Mr.  Williams 
an  exceptional  equipment  for  instruction  in  this  field. 

And  now  as  to  the  advanced  courses  of  study  designed 
primarily  for  graduates.  Every  candidate  for  a  degree 
is  expected  to  begin  with  the  course  in  methods  and 
criticism,  conducted  jointly  by  Professors  Adams  and 
Bourne.  The  first  half  of  this  course  is  designed  to 
make  the  student  familiar  with  the  tools  with  which  he 
has  to  work,  and  with  processes  of  scientific  historical 
investigation.  Historical  bibliography  and  internal  crit- 
icism receive  special  attention,  and  the  sphere  of  the 
studies  auxiliary  to  history  is  reviewed.  In  the  second 
half-year  the  work  is  wholly  practical,  and  consists  of 
the  critical  examination  of  texts,  with  the  purpose  of 
training  the  student  in  sound  historical  induction. 
Every  candidate  for  the  doctor's  degree  must  have 
such  a  knowledge  of  general  history  as  would  be  ac- 
quired in  a  successful  prosecution  of  the  college  courses 
in  European  and  American  Plistory,  and  in  his  special 
field  his  knowledge  must  be  detailed,  thorough,  and  crit- 
ical. His  mastery  of  the  processes  of  historical  investi- 
gation and  generalization  he  must  show  in  his  thesis. 

Among  the  other  twenty-six  courses  announced  in 


3i8  YALE. 

the  Graduate  Pamphlet  for  1 897-98,  it  is  worth  while  to 
record,  as  indicating  the  general  character  of  the  work, 
Professor  Wheeler's  on  Recent  English  Constitutional 
History ;  Professor  Smith's  on  the  Political  and  Consti- 
tutional History  of  the  United  States  from  1850  to  1877, 
a  period  not  yet  covered  in  a  satisfactory  way  by  any 
of  the  general  histories ;  Professor  Adams'  course  on 
Mediaeval  Institutions ;  Professor  Bourne's  on  the  Diplo- 
matic History  of  the  United  States;  Professor  Richard- 
son's on  English  Political  and  Constitutional  History 
from  1603  to  1688,  Dr.  Strong's  on  the  Social  and 
Economic  History  of  the  South. 

Prof.  George  P.  Fisher,  the  Dean  of  the  Divinity 
School,  is  attached  to  the  staff  in  History  in  the 
Graduate  School,  where  he  offers  a  course  in  Church 
History.  It  might  have  been  more  appropriate  to 
begin  this  chapter  with  such  a  name.  It  is  none  the 
less  pleasant  to  close  it  with  a  mention  of  such  a 
course  and  such  a  teacher.  He  has  been  before  the 
world  in  his  writings  and  his  public  services  for  fifty 
years.  To  the  scholar  or  the  general  reader  the  names 
come  at  once  of  one  or  another  group  of  his  writings, 
"  The  Grounds  of  Theistic  and  Christian  Belief,"  "  The 
Beginnings  of  Christianity,"  "  The  Outlines  of  Uni- 
versal History,"  "The  Manual  of  Christian  Evidences," 
—  and  so  we  might  run  on.  And  his  last  work —  if  the 
critics  are  right  —  is  his  greatest.  His  "History  of 
Doctrine,"  published  in  1896,  is  a  remarkably  compre- 
hensive treatment  of  a  vast  field.  It  is  so  clear  and 
condensed,  that  "every  sentence  is  a  definition." 


CHAPTER   XIII. 

SEMITIC  LANGUAGES  AND  BIBLICAL  LITERATURE. 

A  S  a  formally  organized  branch  of  the  University,  the 
■^^-  Department  of  Semitic  Languages  and  Biblical 
Literature  is  comparatively  young.  In  1886  the  uni- 
versity chair  of  Semitic  Languages  was  founded.  Prof, 
William  Rainey  Harper,  Ph.  D.,  Yale,  1875,  was  the 
first  incumbent,  holding  it  till  1891,  when  he  was  called 
to  the  Presidency  of  Chicago  University. 

In  1889  the  Woolsey  Professorship  of  Biblical  Litera- 
ture was  established,  Professor  Harper  also  assuming 
the  responsibilities  of  this  chair  (1889-1891).  Since 
1889  the  instruction  along  these  two  lines  of  investiga- 
tion has  been  given  by  the  same  set  of  teachers.  In 
1897  ^^  important  forward  step  of  organization  was 
taken  in  the  formal  recognition  by  the  Philosophical 
Faculty  of  the  incumbents  of  the  Divinity  School  pro- 
fessorships of  Hebrew,  New  Testament  Greek,  and 
Biblical  Theology  as  members  of  this  Department  for 
university  instruction,  thus  affording  at  the  present  time 
a  staff  of  one  professor,  two  instructors,  and  two  as- 
sistants, for  the  Department  as  a  whole,  and  three  other 
professors  for  special  courses. 

No  history  of  Semitic  studies  at  Yale  would  be  com- 
plete that  failed  to  acknowledge  the  obligation  of  the 
Department  to  Prof,  Edward  E.  Salisbury,  LL.  D.,  who 
was    Professor   of  Arabic    from    1841    to    1856.      Not 


320 


YALE. 


only  was  he  a  strong  factor  in  those  earlier  days  in  the 
progress  of  Semitic  studies  in  this  country,  but  he  col- 
lected and  gave  to  the  University  a  special  Semitic 
library,  particularly  rich  in  Arabic  literature,  known  as 
the  Salisbury  collection.  Professor  Salisbury  continues 
to  show  his  interest  in  the  work  by  providing  for  the 
enlargement  of  this  library  to  keep  pace  with  the  rapid 
advance  of  Semitic  research.  The  value  of  this  working 
basis  is  inestimable. 

A  large  and  unselfish  service  has  been  rendered  to 
Yale  and  to  the  cause  of  Biblical  scholarship  by  Rev- 
Prof.  George  E.  Day,  who  held  the  Holmes  Professor- 
ship of  Hebrew  for  twenty-five  years  (i  866-1 891). 
Professor  Day  continues  his  interest  in  Semitic  sub- 
jects, but  no  longer  offers   instruction. 

At  the  present  time  the  university  chair  of  Semitic 
Languages,  formerly  held  by  Professor  Harper,  is 
vacant.  But  it  is  none  the  less  easy  to  judge  the 
quality  of  the  Department  by  the  records  of  the  in- 
structors who  are  at  work. 

Prof.  Edward  L.  Curtis,  Yale,  '74,  Union  Theologi- 
cal Seminary,  '79,  took  his  doctorate  at  Berlin  after 
studying  there  from  1879  to  1881.  For  the  next  ten 
years  he  held  the  chair  of  Old  Testament  Literature 
and  Exegesis  at  the  McCormick  Theological  Seminary, 
Chicago.  Since  1891  he  has  been  the  Holmes  Profes- 
sor of  Hebrew  at  Yale.  Aside  from  constantly  con- 
tributing to  the  leading  Biblical  periodicals,  he  was 
assigned  the  article  on  the  Hexateuch  in  Johnson's 
Encyclopedia  and  a  number  in  the  new  Dictionary  of 
the  Bible.  For  the  Haupt  Polychrome  Bible  he  con- 
tributes Zephaniah,  and  for  the  International  Critical 
Commentary  he  is  to  prepare  the  books  of  Chronicles. 


BIBLICAL  LITERATURE.  321 

In  graduate  work  he  offers  studies  in  the  text,  interpre- 
tation, and  archaeology  of  the  Old  Testament. 

Prof.  Frank  C.  Porter,  Beloit,  '80,  Yale  Divinity  School, 
'86,  Ph.D.,  Yale,  '89,  was  made  Winkley  Professor  of 
Biblical  Theology  in  1891.  As  an  historical  student  his 
specialty  is  the  period  before  and  during  the  life  of 
Christ.  On  the  literature  of  this  obscure  period  he  is  a 
recognized  authority  on  both  sides  of  the  Atlantic.  He 
contributed  to  the  new  Dictionary  of  the  Bible  an 
unusual  article  on  the  "  Apocrypha."  To  the  Inter- 
national Theological  Library  he  is  to  contribute  a 
volume  on  the  Contemporary  History  of  the  New  Testa- 
ment. For  graduate  students  Professor  Porter  offers 
special  courses  in  Palestinian  and  Hellenistic  Jewish 
Literature  and  a  seminar  on  the  sources  and  methods 
of  Gospel  criticism. 

Prof.  Benjamin  W.  Bacon,  Yale,  '81,  Yale  Divinity 
School,  '89,  became  in  1896  the  Buckingham  Professor 
of  New  Testament  Criticism  and  Interpretation.  He, 
too,  is  a  contributor  to  the  Bible  Dictionary  and  to 
the  critical  journals.  At  present  he  is  preparing  a 
volume  in  the  new  Handbook  series  on  New  Testament 
Introduction.  For  graduate  students  he  holds  a  seminar 
on  the  Teachings  of  the  Jews. 

Prof  Frank  K.  Sanders,  Ripon,  '82,  spent  four  years 
in  India  as  a  college  instructor,  came  to  Yale  for 
advanced  studies,  and  took  his  doctorate  in  1889. 
Appointed  in  1888  as  assistant  to  Professor  Harper,  he 
became  in  course  of  time  his  successor  as  Woolsey  Pro- 
fessor of  Biblical  Literature,  with  charge  of  the  combined 
Department.  He  comes  much  before  the  public  as  a 
lecturer,  as  instructor  at  summer  assemblies,  and  as  a 
promoter  of  popular  Bible  study,  and  in  his  contribu- 


322 


YALE. 


tions  to  periodical  literature.  He  is  co-editor  of  the 
Students'  Historical  Series,  about  to  be  announced 
by  Scribner's.  He  has  recently  published  a  volume 
entitled  "  The  Message  of  the  Earlier  Prophets,"  the 
first  of  a  contemplated  series,  and  is  at  work  upon  two 
volumes  of  Outlines  for  the  Study  of  Biblical  History 
and  Literature.  With  graduate  students  his  work  varies 
according  to  the  special  needs  of  classes.  It  always  in- 
cludes a  seminar  on  some  phases  of  Biblical  history  and 
literature. 

Of  the  other  instructors,  Dr.  Harlon  Creelman,  Yale 
Divinity  School,  '89  and  Ph.D.,  '94,  gives  special  atten- 
tion to  the  courses  in  Hebrew  and  Biblical  Literature, 
while  Dr.  H.  W.  Dunning,  Yale,  '94,  Ph.D.,  '97,  offers 
advanced  courses  in  Arabic,  Syriac,  and  Ethiopic.  Mr. 
William  J.  Moulton,  Amherst,  '88,  and  Yale  Divinity 
School,  '93,  took  the  Hooker  fellowship  and  spent  three 
years  at  Gottingen.  He  has  returned  to  Yale,  and  offers 
courses  in  the  critical  use  of  the  Septuagint  and  on  the 
Maccabean  period.  Mr.  M.  Wolodarsky,  a  student  at 
Nemerof  and  Kiel  in  Russia  and  for  some  years  at  Yale, 
offers  reading  courses  in  Rabbinic  literature  and  instruc- 
tion in  modern  Hebrew. 

The  departmental  instructors  and  students  maintain 
a  club  which  meets  at  least  monthly  to  discuss  original 
papers  and  reviews. 

The  Department  has  had  a  successful  career  during 
the  thirteen  years  of  its  existence.  It  has  furnished 
occupants  of  no  less  than  sixteen  important  Biblical 
or  Semitic  chairs  in  this  and  other  countries,  and  has 
trained  as  many  more  who  did  not  aim  at  professional 
work.  The  latter  function  of  the  Department  is  an  in- 
creasingly important  one.     There  are  many  clergymen 


BIBLICAL  LITERATURE.  323 

who  desire  the  breadth  of  outlook  and  the  scholarship 
implied  by  the  winning  of  the  doctorate  degree,  but  do 
not  care  to  abandon  their  profession.  To  train  such 
men  as  these  is  an  enterprise  as  much  in  line  with  Yale's 
historic  mission  as  to  swell  the  ranks  of  those  who  wish 
to  give  instruction. 


CHAPTER   XIV. 

THE   CLASSICS. 

THE  "  revival  of  learning "  in  this  country  really 
dates  from  1805,  when  the  course  of  study  at 
Harvard  was  improved,  and  James  Luce  Kingsley,  a 
graduate  of  only  six  years'  standing,  who  had  been 
tutor  since  1801,  was  appointed  by  Yale  her  Professor 
of  Hebrew,  Greek,  and  Latin.  In  order  that  his  chair 
might  not  be  a  sinecure,  he  was  to  lecture  also  on 
Ecclesiastical  History,  and  to  serve  as  college  librarian. 
As  yet  Harvard  had  no  permanent  Professor  of  Greek 
or  Latin,  her  learned  Dr.  Popkin  being  appointed  in 
181 5.  Indeed,  at  that  time  the  number  of  students  at 
Harvard  was  decidedly  smaller  than  at  Yale,  which  for 
some  years  had  held  the  "  primacy  "  among  American 
colleges.  But  we  should  not  suppose  that  Professor 
Kingsley  gave  all  the  instruction  in  the  subjects  of  his 
professorship.  On  the  contrary,  the  teaching  was  done 
mainly  by  tutors,  and  he  had  fewer  hours  of  class-room 
exercises  than  his  successors  of  to-day.  He  had  the 
general  supervision  of  the  work,  and  met  each  class 
during  one  term  of  its  course  for  lectures.  After 
twelve  years,  in  18 17,  Professor  Kingsley  was  relieved 
of  his  duties  in  connection  with  Ecclesiastical  History; 
and  fourteen  years  later,  in  183 1,  Theodore  Dwight 
Woolsey  came  to  Yale  as  Professor  of  Greek,  while  a 
little  before  this  the  instruction  in  Hebrew  had  been 
put  under  the  care  of  Professor  Gibbs.     But  Professor 


The  Woolsey  Statue 


THE   CLASSICS.  325 

Kingsley  continued  to  be  Professor  of  Latin  until  185 1, 
the  term  of  his  service  as  instructor  being  rounded  out 
to  a  full  half-century. 

Dr.  Woolsey  achieved  so  high  a  reputation  later  as 
the  President  of  Yale  College  and  an  authority  on  all 
matters  of  international  law,  that  his  services  as  a  class- 
ical scholar  are  relegated  to  the  background  in  the  or- 
dinary picture  of  college  life.  But  he  was  the  first 
scholar  of  our  country  to  receive  a  thorough  philolog- 
ical training  in  Germany  and  in  France,  a  contemporary 
of  George  Ticknor,  the  historian  of  Spanish  literature, 
and  George  Bancroft,  the  historian  of  America.  Wool- 
sey continued  to  perform  the  duties  of  his  Greek  pro- 
fessorship, together  with  those  of  the  President  of  the 
College,  until  185 1,  and  his  Greek  books,  which  he  finally 
presented  to  the  college  library,  bear  witness  to  the 
breadth  and  depth  of  his  classical  study.  Probably  no 
one  else  in  America  during  the  fifteen  years  between 
1 83 1,  when  he  was  made  professor,  and  1846,  when  he 
was  elected  President,  studied  so  thoroughly  the  "  cor- 
pus "  of  Greek  inscriptions,  Plato,  Aristotle,  and  Theo- 
critus, to  say  nothing  of  the  Greek  drama.  In  those 
da}'s  advanced  graduate  students  were  not  many  in  this 
country,  but  Dr.  Woolsey  had  a  graduate  class  which 
included  James  Hadley,  and  another  which  included 
William  Dwight  Whitney  and  the  younger  President 
Dwight.  His  editions  of  Greek  plays  and  Platonic 
dialogues  were  not  only  far  better  than  any  which  this 
country  had  known,  but  even  better  than  any  of  the 
same  aim  in  England  or  Germany  To  Kingsley  and 
Woolsey,  as  pioneers,  classical  learning  in  this  country 
owes  more  than  it  at  present  recognizes. 

But  Kingsley  did   not  stand  alone    as    Professor    of 


326  YALE. 

Latin  during  that  long  half-century.  In  1842  Thomas 
Anthony  Thacher,  a  graduate  of  the  Class  of  1835,  'ifter 
service  of  four  years  as  tutor,  was  appointed  Assistant 
Professor  of  Latin,  and  was  promoted  to  the  full  pro- 
fessorship on  Kingsley's  retirement  in  185 1.  His  labors 
for  the  College  ended  only  with  his  death  in  1886.  He 
was  a  thorough  and  able  scholar;  but  his  skill  in  the 
management  and  care  of  students  was  so  great  and 
unusual  that  his  scientific  work  was  often  interrupted, 
and  his  influence  on  scholarship  in  the  country  at  large 
was  by  no  means  so  great  as  on  college  government 
and  the  general  problems  of  higher  education.  He  was 
perhaps  the  first  (in  1843)  to  advocate  the  establish- 
ment of  a  regular  course  of  instruction  for  graduate 
students,  such  as  Yale  now  has  in  her  Graduate  School. 
Shortly  after  Dr.  Woolsey's  accession  to  the  Presi- 
dency of  Yale  College,  James  Hadley,  of  the  Class  of 
1842,  was  made  Assistant  Professor  of  Greek  —  in  1848 
—  and  in  185 1  was  promoted  to  the  full  professorship. 
He  had  a  thoroughly  scientific  mind,  of  crystal  clear- 
ness. A  high  authority,  who  knew  well  his  early  work, 
said  that  the  best  mathematician  in  the  country  was 
spoiled  when  Hadley  devoted  himself  to  Greek.  He 
was  interested  in  the  whole  field  of  human  knowledge, 
and  lectured  on  Roman  law  as  well  as  on  Homer.  The 
outlying  districts,  the  less  frequented  paths  of  Greek 
literature,  interested  him.  His  accuracy  was  extraordi- 
nary, and  some  of  his  learned  discoveries  attracted  such 
attention  abroad  as  to  be  translated  and  published  in 
Germany.  His  death  in  1872  was  a  severe  blow  to 
Classical  Philology  in  America.  He  was  then  at  the 
height  of  his  powers,  and  if  he  had  lived  would  have 
published  far  more  in  the  next  score  of  years  than  he 


THE   CLASSICS.  327 

had  done  already.  His  influence  on  the  scholarship  of 
the  country  was  only  in  its  beginning.  If  Hadley  had 
lived  until  now,  classical  scholarship  in  Yale  and  in  the 
whole  country  would  have  advanced  to  a  higher  plane 
even  than  at  present. 

In  1863  Lewis  Richard  Packard  was  made  Assistant 
Professor  of  Greek,  as  associate  to  Hadley,  and  was 
soon  promoted  to  a  full  professorship.  He  was  a  bril- 
liant scholar,  with  mind  as  clear-cut  as  his  face,  but 
after  years  of  physical  suiTering  he  met  a  premature 
death  in  1884,  leaving  undone  much  work  for  which 
he  was  well  fitted. 

The  historian  of  classical  studies  in  America  will  not 
forget  to  mention  that  Prof.  Chauncey  A.  Goodrich 
of  Yale,  son-in-law  of  Noah  Webster  and  reviser  of  his 
dictionary,  prepared  for  the  use  of  schools  a  translation 
of  a  German  Greek  grammar,  which  for  a  score  of  years 
was  the  text-book  of  the  subject  most  used  in  our  coun- 
try; nor  that  Prof.  William  A.  Larned  not  only  used 
Demosthenes's  oration  on  the  Crown  as  a  text-book  in 
teaching  rhetoric,  but  also  prepared  the  best  rhetorical 
commentary  ever  published  on  this  oration ;  nor  that 
Evangelinus  Apostolides  Sophocles,  afterwards  the 
learned  professor  of  Classical  and  Byzantine  Greek  at 
Harvard,  here,  shortly  before  1840,  began  his  work  in 
connection  with  American  colleges;  nor  will  he  over- 
look the  Philological  Studies  of  the  elder  Professor 
Gibbs. 

No  sketch  of  Classical  Philology  at  Yale  or  in  the 
country  would  be  complete  without  the  mention  of 
what  has  been  done  at  this  University  in  the  field  of 
Sanskrit  and  Comparative  Philology.  In  this  depart- 
ment Yale  preceded  her  rivals   and  associates.     Only 


328  YALE. 

three  or  four  universities  in  the  world  had  professors  of 
Sanskrit  in  1841,  when  Edward  Elbridge  SaHsbury  (who 
still  lives  in  an  honored  old  age)  was  appointed  Profes- 
sor of  Oriental  Languages  at  Yale,  after  long  study  with 
Lassen  at  Bonn  and  Garcin  de  Tassy  in  Paris.  In  1854 
Professor  Salisbury  provided  a  permanent  endowment 
for  the  chair  of  Sanskrit  and  Comparative  Philology, 
and  resigned  it  to  William  Dwight  Whitney,  who  did 
more  than  any  other  man  of  his  time  to  establish  sound 
views  of  the  origin  and  growth  of  language,  and  re- 
mained more  honored,  both  at  home  and  abroad,  than 
any  other  American  scholar  in  any  department  of  sci- 
ence until  his  death  in  1894.  It  was  chiefly  under 
Whitney  and  Hadley  that  an  advanced  course  in  Phil- 
ology was  established  at  Yale,  the  first  in  the  country 
which  might  vie  with  like  courses  in  Germany. 

So  much  for  the  past  of  the  Department  of  Classical 
and  Indo-Iranian  Philology  at  Yale,  Never  before  was 
it  so  strong  as  at  present,  never  before  offering  so  many 
advanced  courses  of  instruction.  It  is  a  simple  state- 
ment of  fact  that  no  other  university  of  the  country  has 
so  large  a  Faculty  in  this  department. 

The  senior  officer  of  the  department,  and  its  chair- 
man by  the  election  of  his  colleagues,  is  Prof.  Tracy 
Peck,  Yale,  '61,  who  after  study  in  Germany  and  Italy, 
two  terms  in  the  tutorship,  and  ten  years  of  service 
as  Professor  of  Latin  at  Cornell,  was  called  to  Yale 
as  professor  in  1880.  For  the  year  1898-99,  he  re- 
ceived leave  of  absence  from  university  duties,  in  order 
to  serve  as  Director  of  the  recently  established  Ameri- 
can School  of  Classical  Studies  in  Rome, — a  service 
for  which  he  is  specially  qualified  by  his  familiarity  with 
Rome,  where  he  has  recently  passed  nearly  two  years. 


The  Late  William  D.  Whitney 
Professor  of  Sanskrit  and  Comparative  Philology 


THE   CLASSICS.  329 

Professor  Peck  was  President  of  the  American  Philolog- 
ical Association  in  1885-86,  and  has  read  a  number  of 
learned  papers  before  that  body,  on  the  Authorship 
of  the  Dialogus  dc  Oratovibus,  on  Latin  Alliteration, 
Roman  Quantity,  Cicero's  Hexameters,  and  kindred 
subjects.  He  is  one  of  the  editors-in-chief  of  the  Col- 
lege Series  of  Latin  Authors,  and  has  edited  part  of  the 
history  of  Livy  for  that  series.  His  most  important 
graduate  courses  are  on  Lucretius,  Early  Latin,  the 
Satires  of  Horace,  and  Latin  Philology. 

Prof.  Henry  P.  Wright,  Yale,  '68,  a  pupil  of  Thacher, 
Whitney,  and  Hadley,  has  taught  Latin  at  Yale  since 
1872.  Like  his  predecessor.  Prof.  Thomas  A.  Thacher, 
his  unusual  fitness  for  certain  important  duties  of  ad- 
ministration has  drawn  him  somewhat  from  special 
philological  work,  to  the  deep  regret  of  his  colleagues 
in  this  department ;  but  he  unites  with  Professor 
Ingersoll  in  giving  courses  in  Latin  Lyric  Poetry,  and 
Latin  Satire  and  Comedy. 

Prof.  Edward  P.  Morris,  Yale,  '74,  after  study  in 
Germany  and  service  as  teacher  in  other  institutions, 
was  called  to  Yale  in  1891.  He  is  best  known,  perhaps, 
as  a  Plautine  scholar,  having  edited  three  plays  of  that 
author.  His  chief  work  has  been  in  the  field  of  syntac- 
tical investigations,  several  of  which  have  appeared 
in  the  American  Journal  of  Philology,  and  he  has 
shown  peculiar  skill  in  stimulating  and  guiding  re- 
search. His  most  important  graduate  courses  are  on 
Plautus,  Historical  Syntax,  and  Catullus. 

Prof.  Henry  R.  Lang,  a  graduate  of  the  University 
of  Strassburg,  a  high  authority  in  the  department  of 
Romance  Languages,  gives  courses  in  Low  Latin  which 
are  of  interest  and  high  value  for  students  of  classics, 


330  YALE. 

Prof.  Hanns  Oertel  gives  two  courses  on  the  Italic 
Dialects,  and  one  in  the  writing  of  Latin  prose. 

Prof  J.  D.  Ingersoll,  Yale,  '92,  offers  a  course  in 
Latin  Comedy,  and  Dr.  J.  J.  Robinson  one  in  Roman 
Law. 

The  senior  officer  of  the  Greek  Department  is  Prof. 
Thomas  D.  Seymour,  Yale,  '70,  who,  after  study  in 
Germany  and  eight  years  of  service  in  teaching  in  the 
Western  Reserve  College,  was  called  to  Yale  in  1880. 
He  was  president  of  the  American  Philological  Associa- 
tion in  1888-89.  Since  1887  he  has  been  Chairman  of 
the  Managing  Committee  of  the  American  School  of 
Classical  Studies  of  Athens,  and  since  1889,  Associate 
Editor  of  the  Classical  Review.  He  is  one  of  the  edi- 
tors-in-chief of  the  College  Series  of  Greek  Authors, 
and  has  published  two  volumes  of  a  college  edition  of 
the  Iliad,  an  edition  for  the  use  of  schools  of  six  books 
of  the  Iliad,  an  introduction  to  Homeric  Language  and 
Verse,  and  Selected  Odes  of  Pindar.  He  has  read 
papers  on  Homer,  Pindar,  ^schylus,  Xenophon,  etc., 
before  the  Philological  Association.  He  has  received 
the  honor  of  election  to  honorary  membership  in  the 
Archaeological  Society  of  Greece.  His  principal  gradu- 
ate courses  are  on  Epic  Poetry,  .^schylus,  Pindar, 
Plato,  and  the  Greek  orators. 

Prof.  Bernadotte  Perrin,  Yale,  '69,  a  student  of  the 
Graduate  School  of  Yale  in  the  time  of  its  high  glory 
under  Hadley  and  Whitney,  and  later  of  German 
universities,  was  called  to  Yale  from  the  Western  Re- 
serve University  in  1893.  He  was  president  of  the 
American  Philological  Association  in  1896-97,  and  has 
read  papers  before  that  body  on  the  Crastinus  Episode 
at   Palaeo   Pharsalus,    Equestrianism    in    the    Doloneia, 


THE  CLASSICS.  331 

and  Genesis  and  Growth  of  an  Alexander  myth.  He  has 
published  also  an  edition  of  Caesar's  Civil  War,  and  two 
volumes  of  a  college  edition  of  the  Od)'ssey,  as  well  as  a 
commentary  for  the  use  of  schools  on  eight  books  of 
the  Odyssey.  His  important  graduate  courses  are  one 
on  Thucydides  and  the  historical  tradition  of  the  Pen- 
tekontaetia,  a  similar  course  on  Herodotus,  another  on 
the  Alexander  tradition,  and  one  on  Pausanias. 

Prof.  Thomas  D.  Goodell,  Yale,  ''j'j,  came  to  Yale 
as  assistant  professor  in  1888,  and  was  advanced  to  a 
full  professorship  in  1893.  During  the  year  1894-95 
he  had  leave  of  absence  in  order  to  serve  as  Professor 
of  the  American  School  of  Classical  Studies  at  Athens. 
He  has  published  a  book  entitled  Greek  in  English, 
and  Greek  Lessons,  and  articles  on  the  Use  of  the 
Genitive  in  Sophocles,  Quantity  in  English  Verse, 
the  Order  of  Words  in  Greek,  Aristotle  and  the 
Athenian  Arbitrators,  Dorpfeld's  book  on  the  Greek 
Theatre,  and  some  special  work  in  the  Journal  of 
Archaeology.  His  Graduate  courses  are  on  Sophocles, 
and  Greek  Art. 

Prof.  Horatio  M.  Reynolds,  Yale,  '80,  has  taught 
Greek  at  Yale  since  1883,  being  advanced  to  a  full  pro- 
fessorship in  1893.  He  has  devoted  himself  particu- 
larly to  literary  themes.  His  most  important  courses 
for  graduates  are  on  Aristotle's  Poetics,  Late  Greek 
Poetry,  and  Euripides,  and  a  course  with  Professor 
Oertel  on  Greek  Inscriptions. 

The  Rev.  Cornelius  L.  Kitchel,  Yale,  '62,  has  taught 
in  all  at  Yale  about  thirteen  years.  He  has  edited 
Plato's  Apology  and  Crito.  He  offers  a  course  on 
the  Choephori  of  ^schylus,  the  Electra  of  Sophocles, 
and  the  Electra  of  Euripides. 


332 


YALE. 


Dr.  T.  Woolsey  Heermancc,  Yale,  '93,  offers  a  course 
in  Modern  Greek.  He  studied  for  two  years  in  connec- 
tion with  the  American  School  at  Athens,  and  has  pub- 
lished several  articles  in  the  American  Journal  of 
Archaeology. 

Dr.  Thomas  C.  Stearns,  Yale,  '86,  who  has  had  several 
years  of  study  of  this  subject  at  Yale  and  in  Germany, 
offers  two  courses  in  Greek  Philosophy. 

In  Indo-Iranian  Philology  and  Linguistics,  Prof.  E. 
Washburn  Hopkins,  Columbia,  '78,  after  graduate 
study  in  Germany,  and  service  as  a  teacher  at  Colum- 
bia and  at  Bryn  Mawr,  was  called  to  Yale  as  Professor 
Whitney's  successor  in  1895.  He  has  published  a 
large  work  on  the  Religions  of  India,  and  many  papers 
in  the  Journal  of  the  American  Oriental  Society,  and 
in  other  learned  periodicals.  He  gives  instruction  not 
only  in  Sanskrit,  Sanskrit  Literature,  the  Avestan  Lan- 
guage and  Literature,  and  Pali,  but  also  in  Comparative 
Syntax. 

Professor  Oertel,  in  addition  to  his  courses  on  Greek 
inscriptions,  and  in  connection  with  the  Latin  Depart- 
ment, gives  courses  of  instruction  in  Linguistics  (an  in- 
troduction to  the  scientific  study  of  language,  intended 
for  students  of  the  classics  and  of  modern  languages). 
Phonetics,  and  on  the  phonology  and  morphology  of 
the  Latin  language.  He  has  published  in  the  Journal 
of  the  Oriental  Society  extensive  and  important  papers 
as  the  outgrowth  of  his  studies  in  Sanskrit,  and  has 
published  articles  on  linguistics  in  the  American  Journal 
of  Philology.  In  no  other  university  of  America  is  the 
field  of  Indo-Iranian  Philology  and  Linguistics  so  fully 
covered  as  at  Yale. 

In  connection  with  the  more  formal  courses,  the  less 


Edward  P.   Morris, 

Professoy  o/  the  Latin  Language  and 
Literature. 


Thomas  D.  Goodell, 

Professor  of  the  Greek  Language  ami 

Literature. 


Horatio  M.  Reynolds, 

Talcott  Fro/essor  of  the  Greek  Language 
and  Literature. 


Bernadotte  Perrix, 

Professor  o/  the  Greek  Language  and 

Literature, 


THE  CLASSICS.  333 

formal  work  of  the  Classical  Club  should  be  mentioned. 
This  is  constituted  of  the  instructors  and  ^the  graduate 
students  of  the  Department,  and  has  for  its  headquar- 
ters the  principal  room  of  Phelps  Hall.  It  meets  every 
Saturday,  and  spends  that  evening  in  reading  and  dis- 
cussing the  work  of  some  classic  author,  with  reports 
and  original  papers  in  the  field  of  Greek  and  Latin 
philology. 

Particularly  important  for  those  who  are  engaged  in 
classical,  philological,  and  archaeological  studies,  is  the 
apparatus  provided  by  the  University  library,  particu- 
larly in  serial  literature.  Probably  no  other  library  of 
the  country  has  a  better  collection  of  philological  peri- 
odicals and  publications  of  learned  bodies,  and  only 
one  other  in  America  has  so  good  a  collection  of 
general  classical  books.  The  library  of  the  American 
Oriental  Society  is  deposited  in  the  Yale  University 
Library,  and  is  at  the  command  of  students  and 
all  investigators.  In  addition  to  this  apparatus,  the 
Classical  Club  has  in  its  large  reading-room  in  Phelps 
Hall  more  than  twenty-five  hundred  volumes  of  texts, 
commentaries,  works  on  antiquities,  etc.,  as  a  depart- 
mental library,  which  are  at  all  times  ready  to  be  used 
by  the  advanced  student,  and  which  furnish  to  him  the 
advantages  of  an  excellent  private  library.  Few  col- 
lege libraries  of  America  are  richer  in  the  important 
works  of  this  Department  than  this  special  library  of 
the  Classical  Club. 


CHAPTER   XV. 

MODERN   LANGUAGES. 

THE  development  of  the  teaching  of  Modern  Lan- 
guages into  a  consistent,  thoroughly  organized 
department  of  instruction  at  Yale  has  been  accom- 
plished since  1890.  Up  to  that  time  friends  of  the 
Department  felt  that  it  was  receiving  unusually  scant 
appropriation  of  University  resources  and  insufficient 
attention  in  the  development  of  the  University  curri- 
culum. Judged  by  the  ambition  of  members  of  its 
staff  it  is  not  yet  what  it  should  be.  But  of  what  de- 
partment may  that  not  be  said?  The  Department  of 
Modern  Languages  is  well  organized,  with  high  stand- 
ards and  an  unusually  even  excellence  of  instruction. 

It  is  strongest  in  the  undergraduate  work,  which 
is  arranged  with  particular  reference  to  the  general 
needs,  and  carries  out  its  ideas  very  successfully.  In 
its  graduate  department,  the  students  are  not  as  num- 
erous as  in  some  other  branches,  but  are  increasing, 
while  the  courses  are  extending  and  covering  more 
and  more  thoroughly  the  field  of  European  languages 
and  literature.  That  it  is  a  progressive  department,  is 
shown  by  the  appointment  last  spring  of  Dr.  Andreen 
to  the  instructorship  of  the  Scandinavian  Department, 
with  a  leave  of  absence  for  two  years  for  courses  at 
Upsala  and  Christiania,  and  is  also  indicated  by  the 
plan   to   establish  in  the  near   future  a  German   sem- 


MODERN   LANGUAGES.  335 

inary  with  an  excellent  working  library  for  advanced 
students. 

The  department  is  called  a  young  one.  So  it  is  if 
rated  from  the  time  of  its  thorough  organization.  But 
for  more  than  seventy  years  Modern  Languages  have 
been  taught  as  a  part  of  the  curriculum  at  Yale,  though 
with  a  good  deal  of  irregularity.  Before  1825  provi- 
sion was  made  for  instruction,  though  no  official  recog- 
nition of  such  instruction  occurs.  In  that  year  the 
catalogue  officially  recognizes  the  Modern  Languages, 
and  instruction  is  offered  in  French  during  the  third 
term  of  Junior  year.  This  course  was  optional  with 
Fluxions,  Greek,  or  Hebrew.  The  next  year  an  in- 
structor, M.  Charles  Roux,  was  appointed  in  French 
and  Spanish,  and  one  of  these  two  languages  might 
be  taken  as  an  optional  in  the  third  term  of  Junior 
year. 

The  next  step  was  in  the  year  1831-32,  when  Julius 
Meier  was  appointed  to  an  instructorship  in  French 
and  German.  No  provision  was  made,  however,  at 
the  time  for  the  study  of  German  in  the  curriculum. 
Though  French  and  Spanish  were  continued  as  op- 
tional, it  was  not  until  1841  that  German  was  added  to 
the  choice  of  optionals  in  the  third  term  of  Junior  year. 
In  the  following  year  Italian  was  added. 

Instruction  by  regularly  appointed  instructors  in 
French  was  given  from  this  time  on  with  the  excep- 
tion of  one  or  two  years,  but  in  Spanish  and  Italian 
there  were  long  intervals  of  suspended  animation. 
German  was  taken  care  of  by  special  instructors  from 
the  year  1843  to  1847,  but  not  again  after  that  until 
1854,  when  William  D.  Whitney  was  appointed  Pro- 
fessor of  Sanskrit  and  Instructor  of  German. 


336  YALE. 

Important  steps  were  taken  in  1S57,  when  the  onus 
of  extra  expense  to  the  student  for  instruction  in  Ger- 
man and  French  was  removed.  These  studies  remained 
as  optional  for  the  third  term  of  Junior  year.  The 
next  move  was  in  1864,  when  Dr.  E.  B.  Coe  returned 
as  Street  Professor  of  Modern  Languages.  At  that 
time  French  was  taught  in  the  third  term  of  Sopho- 
more year  as  a  required  study,  and  German  in  the 
second  term  of  Junior  year,  also  as  a  part  of  the  re- 
quired curriculum,  with  an  elective  added  in  advanced 
German  during  the  first  term  of  Senior  year.  The  next 
year,  1868,  French  was  required  for  two  terms,  the  last 
term  of  Freshman  and  the  first  term  of  Sophomore  year. 

In  the  year  immediately  following  this,  the  curricu- 
lum widened  out  considerably  in  both  German  and 
French.  Soon  after  the  appointment  of  Franklin 
Carter,  now  President  of  Williams,  as  Professor  of 
German,  in  1872,  there  came  a  very  marked  develop- 
ment. German  was  soon  required  for  the  entire  Junior 
year,  with  an  optional  of  four  hours  a  week  in  Senior 
year,  with  lectures  as  well  during  the  first  term  of  the 
last  year.  An  optional  of  four  hours  a  week  in  both 
Junior  and  Senior  years  was  offered  in  French. 

The  appointment  of  Professor  Knapp  in  1879  marks 
a  further  extension  of  instruction  in  the  Romance  lan- 
guages. But  Professor  Carter  retired  in  1881,  and  for 
ten  years  thereafter  the  chair  of  German  was  left  un- 
filled. The  work  in  that  language  was  most  fortunately 
in  charge  of  Assistant  Professor  Ripley,  an  instructor 
of  unusual  ability,  who  brought  the  Department  to  an 
excellent  condition  and  is  still  one  of  its  most  loyal 
friends.  His  departure  in  1888  to  accept  a  business 
position  in  Boston  caused  very  sincere  regret. 


Arthur  H.  Palme?., 

Professor  of  the  German  Language  and 

Literature. 

Jules  Luquirns, 
Street   Professor  of  the   Romance   Lan- 
guages and  Literatures. 


GUSTAV  Gruener, 
Professor  of  German. 

Henry  R.  I-ano, 
Professor  of  Romance  Philology. 


MODERN   LANGUAGES.  337 

The  year  1891  marks  the  beginning  of  a  determined 
and  successful  ert'ort  for  the  development  of  the  Depart- 
ment. In  that  year  Professor  Palmer  was  called  to  the 
chair  of  German  in  the  Academic  Department,  while 
A.  Guyot  Cameron  was  made  Assistant  Professor  of 
French,  in  charge  of  the  instruction  in  that  language 
in  the  Scientific  School,  a  position  which  he  held  until 
1897,  when  he  left  to  accept  a  position  at  Princeton, 
his  alma  mater.  During  that  time  he  aroused  extraor- 
dinary enthusiasm  in  his  classes  by  the  spirited  quality 
of  his  instruction  and  his  lectures,  as  well  as  by  his 
personality,  and  his  departure  from  the  school  was 
made  the  occasion  of  an  unusual  demonstration  by 
both  students  and  graduates.  The  appointment  of  Pro- 
fessor Palmer  and  of  Assistant  Professor  Cameron  in 
1891  was  followed,  in  1892,  by  the  appointment  of  Pro- 
fessor Luquiens  to  the  chair  of  Romance  Languages 
and  Literature,  to  make  good  the  vacancy  caused  by 
the  resignation  of  Professor  Knapp.  In  that  same 
year,  1892,  Dr.  Henry  R.  Lang  was  made  instructor 
in  Romance  languages,  and  has  since  been  made 
Professor  of  Romance  Philology. 

Between  1884,  which  marks  the  beginning  of  the 
optional  system,  and  the  year  1891,  the  only  changes 
in  the  system  worth  noting  were  the  placing  of  the 
study  of  Modern  Languages  in  Freshman  and  Sopho- 
more year,  and  a  final  reorganization  which  confined 
both  elementary  French  and  German  to  the  first  two 
terms  of  the  curriculum.  As  to  advanced  graduate 
work,  the  year  1891  was  the  beginning  of  carefully 
organized  departments  and  a  systematic  development 
of  graduate  study  and  teaching. 

This  is  sketching   only  the  Academic  Department. 


33S  YALE. 

In  the  Scientific  School,  from  almost  the  beginning, 
a  knowledge  of  French  and  German  was  required  for 
the  degree  of  Ph.B.,  and  in  the  year  i860,  in  the  es- 
tablishment of  a  fixed  course  of  studies  there  for  the 
attainment  of  this  degree,  both  languages  w^ere  in- 
cluded in  the  curriculum,  of  which  they  form  an  im- 
portant part  at  present. 

The  tw^o  main  divisions  in  the  scheme  of  study  of 
Modern  Languages  at  Yale  are,  first,  Romance ;  second, 
Germanic.  The  Romance  is  sub-divided  into  French 
proper,  and,  secondly,  other  Romance  languages.  The 
Germanic  Department  is  subdivided  into  German  and 
Scandinavian. 

The  first  department  of  the  Romance  studies  is  under 
Professor  Luquiens.  Professor  Luquiens  received  his 
doctor's  degree  from  Yale,  and  was  formerly  Professor 
at  the  Massachusetts  Institute  of  Technology.  He  has 
also  been  one  of  the  lecturers  of  the  Lowell  Institute, 
has  edited  a  number  of  text-books,  and  has  contributed 
critical  studies  of  French  literature.  His  courses  cover 
French  literature  from  the  earliest  period  to  modern 
times,  and  include  linguistic  work  in  early  and  later 
French. 

The  other  Romance  languages  are  under  the  direc- 
tion of  Professor  Lang,  a  Ph.D.  of  Strassburg,  whose 
name  is  particularly  associated  with  scientific  contribu- 
tions to  romance  philology  and  folk  lore.  He  is  the 
editor  of  "  The  Song  Book  of  King  Denis  of  Portugal," 
and  is  an  authority  on  Portuguese  and  Provengal.  His 
courses  cover  Spanish  and  Italian,  w^ith  special  courses 
in  Dante  and  Petrarch,  in  Provencal  and  Low  Latin,  — 
a  complete  gradation  of  courses  covering  Romance 
philology  from  the  earliest  times. 


MODERN   LANGUAGES. 


339 


Among  the  other  graduate  and  undergraduate  courses 
may  be  mentioned  those  of  Mr.  R.  L.  Taylor  in  the 
masterpieces  of  French  Hterature,  and  also  in  Nine- 
teenth Century  French  Literature.  The  French  of  the 
first  two  years  is  in  charge  of  Mr.  Taylor,  with  whom  is 
associated  Mr.  Holbrook,  who  has  returned  to  Yale  as 
tutor  of  Romance  languages  after  studying  three  years 
in  Europe,  chiefly  in  Paris.  The  more  elementary 
work  is  done  by  Messrs.  F.  O.  Robbins,  Yale,  '96,  and 
Mr.  M.  A.  Colton,  also  a  Yale  graduate. 

Besides  good  library  facilities,  the  work  of  this  De- 
partment is  supplemented  by  the  French  Club,  com- 
posed of  students  and  instructors,  and  the  Modern 
Language  Club,  whose  meetings  and  papers  offer  their 
peculiar  stimulus  to  the  student. 

The  first  division  of  the  Germanic  languages,  Ger- 
man, is  under  Prof.  A.  H.  Palmer,  who  formerly  occu- 
pied a  chair  in  Western  Reserve.  Professor  Palmer's 
writings  have  been  confined  to  text-books  and  articles 
on  German  literature.  He  gives  courses  in  German 
Philology,  including  Old  Norse,  Gothic,  and  Old  High 
German,  together  with  comparative  Germanic  grammar, 
and  also  advanced  undergraduate  courses  covering  the 
history  of  German  literature. 

Prof.  Gustav  Gruener  is  associated  with  Professor 
Palmer.  He  received  both  his  bachelor's  and  doctor's 
degree  from  Yale,  has  edited  text-books,  and  contri- 
buted articles  on  German  literature.  His  particular 
part  of  the  instruction  covers  the  Middle  High  Ger- 
man and  the  Reformation  periods,  together  with  ad- 
vanced undergraduate  courses  in  modern  German 
literature. 

Professor  Corwin,  of  the  Scientific  School,  also  offers 


340 


YALE. 


graduate  instruction  in  German  literary  criticism,  and 
Dr.  \V.  A.  Adams  offers  courses  in  modern  German 
literature.  Mr.  H.  A.  Fair,  Yale,  '96,  has  charge  of  the 
elementary  work  in  German.  The  complete  system 
covers  the  history  and  development  of  the  German 
language  and  literature  from  the  Gothic  to  the  present 
time,  forming  a  full  course  in  German,  with  detailed 
study  of  particular  periods.  The  method  of  instruction 
combines  lectures  and  recitations.  The  particular  value 
of  the  Library  facilities  is  in  the  valuable  texts  and 
complete  sets  of  periodicals,  well  supplemented  by 
general   literature   and   scientific   monographs. 

German  in  the  Scientific  School  is  under  the  direc- 
tion of  Assistant  Prof.  Robert  N.  Corwin,  whose  doc- 
tor's degree  was  taken  at  Heidelberg.  He  is  assisted 
by  Dr.  Herbert  D.  Carrington.  also  a  Ph.D.  of  Heidel- 
berg, and  by  Mr.  F.  B.  Luquiens,  Yale,  '97,  The  French 
and  Spanish  of  the  School  are  taught  by  Mr.  William 
Henry  Bishop,  the  novelist,  and  Mr.  Charles  C.  Clarke, 
who  took  up  his  work  in  1898,  after  spending  many 
years  in  Paris.  Mr.  O.  G.  Bunnell,  Yale,  '92,  is  associ- 
ated with  them.  The  courses  in  the  two  branches  are 
systematic  and  well  arranged,  designed  to  give  a  prac- 
tical knowledge  of  these  languages  for  use  in  advanced 
work,  and  to  give  the  students  some  philological  train- 
ing. The  instruction  is  well  adapted  to  these  ends,  and 
has  been  very  successful.  The  instructors  are  broad 
in  their  sympathies  and  in  close  affiliation  with  the 
College  and  University  work. 

The  Scandinavian  division  is  at  present  in  charge 
of  Professor  Palmer,  whose  courses  include  Old  Norse 
and  modern  Scandinavian.  As  indicated  earlier  in  this 
chapter,  the  plans  at  present  writing  promise  early  de- 


MODERN   LANGUAGES.  341 

velopment  of  this  Department,  which  is  to  be  placed 
in  charge  of  Dr.  Andreen,  who  has  been  sent  abroad 
to  complete  his  preparation  for  the  work.  The  plans 
cover  systematic  study  and  instruction  in  Old  Norse 
and  the  modern  Scandinavian,  both  language  and  lit- 
erature, together  with  Germanic  Mythology  and  An- 
tiquities. For  this  work  in  Scandinavian  the  Yale 
Library  is  particularly  valuable  on  account  of  its  re- 
cent acquisition  of  the  library  of  Count  Riant,  which 
is  the  most  valuable  collection  of  books  of  its  kind  in 
America. 


CHAPTER   XVI. 

ENGLISH. 

IN  1848  (just  half  a  century  before  a  most  aggressive 
fighter  among  Yale  graduates  made  his  fierce  as- 
sault upon  its  English  Department),  all  instruction  in 
the  language  and  literature  of  our  mother  tongue  at  Yale 
was  given  by  Professor  Earned.  Professor  Goodrich  gave 
a  course  in  Eloquence,  but  did  not  properly  belong  to  the 
Academic  Faculty.  The  courses  of  English  in  Fresh- 
man year  consisted  of  "  Lectures  on  the  Structure  of 
the  Language,  and  Composition;  "  in  Sophomore  year, 
"  Elocution,  Declamation,  and  Composition  ;  "  in  Senior 
year,  "  Forensic  Disputations."  One  looks  in  vain  for 
announcements  of  courses  in  Shakespeare  and  the 
Drama,  in  Milton  and  his  contemporaries,  and  in  our 
Modern  Poetry ;  in  short,  for  what  we  call  to-day 
literary  courses. 

On  the  other  hand,  in  the  field  of  language,  Yale  was 
building  up  a  very  strong  reputation.  Her  peculiar  con- 
tribution in  the  field  of  English  was  Noah  Webster's 
American  Dictionary  of  the  English  Language,  com- 
piled by  a  graduate  of  the  Class  of  1778,  which  has  kept 
its  character  as  a  Yale  production  by  successive  revis- 
ions by  Professor  Goodrich,  and  later  by  Professor  Por- 
ter, while  Professors  Thacher,  Hadley,  Dana,  Gilman, 
and  Whitney  were  conspicuous  contributors  to  it.  The 
selection  of  Professor  Whitney  for  the  editorship  of  the 
Century  Dictionary,  and  his  subsequent  work,  added 


p 

V  S.  Cook, 

e  English  Li 
Literature. 

T 

1      g-^^ 

<l 

\ 

ENGLISH.  343 

materially  to  the  sum  of  Yale's  achievements  in  this  field. 
Professor  Whitney  added  to  his  influence  by  his  English 
grammar,  while  Professor  Hadley,  in  his  philological 
essays,  and  in  his  history  of  the  language  in  Webster's 
Dictionary,  contributed  his  generous  quota  to  Yale's 
work  along  this  line.  Professor  Hadley's  history  prob- 
ably suggested  to  Professor  Lounsbury  his  own  work 
on  the  same  subject,  which  carried  the  scholarly  achieve- 
ments of  the  past  into  the  present. 

It  must  be  admitted  that  the  very  extent  of  these 
achievements  in  language  study  emphasized  the  one- 
time great  neglect,  in  the  Yale  course,  of  ample  instruc- 
tion in  literature  and  belles-lettres.  This  neglect  was 
not  alone  observed  in  Yale's  curriculum,  —  it  was  char- 
acteristic of  her  sister  colleges.  It  is  only  within  the 
last  decade  that  the  reform  began  in  good  earnest  at 
Yale,  —  a  reform  which  has  now  been  carried  so  far  as  to 
make  it  quite  unnecessary  that  the  anomalous  situation 
should  be  continued,  of  American  students  seeking  op- 
portunities to  study  and  investigate  their  own  tongue 
and  literature  in  German  universities. 

In  conformity  with  the  purpose  of  this  book,  to  give 
a  picture  of  the  Yale  of  to-day,  Yale's  record  in  this  De- 
partment will  be  traced  no  farther  back  than  1892.  In 
the  fall  of  that  year  the  English  Faculty  in  the  Aca- 
demic Department  consisted  of  three  men,  —  Professor 
Beers,  Professor  Cook,  and  Professor  McLaughlin.  The 
two  former  devoted  their  time  to  the  Senior  and  Junior 
classes,  offering  in  all  eight  courses,  aggregating  fifteen 
hours ;  while  for  the  two  lower  classes  there  was  but  one 
instructor.  Professor  McLaughlin.  Necessarily  there 
could  be  no  English  in  Freshman  year,  and  in  Sopho- 
more vear  there  was  but  four  months'  work  in  each  sec- 


344 


YALE. 


tion  of  the  class.  It  is  worth  while  to  recall  this,  if  only 
to  add,  that,  even  under  these  circumstances,  Professor 
McLaughlin  made  such  an  impression  on  the  intellectual 
life  of  the  place  as  has  not  been  duplicated.  Others  on 
the  Faculty  of  Yale  have  been  far  more  widely  known, 
but  in  recent  times  no  other,  of  whom  the  writer  has 
knowledge,  has  moved  on  the  mind  and  spirit  of  those 
who  came  under  him  with  quite  the  same  power  of 
personal  inspiration.  A  literary  atmosphere,  largely 
of  his  own  creation,  was  felt  by  the  most  careless. 
And  he  died  almost  at  the  beginning  of  his  work  as  a 
teacher. 

There  were  three  then  on  the  English  Faculty  of  Yale 
College.  In  1898,  only  six  years  later,  there  were  nine 
professors  and  instructors  on  the  English  staff  of  the 
Academic  Department.  English  has  been  introduced 
into  the  Freshman  curriculum,  and  continued  through- 
out Sophomore  year ;  a  department  of  Rhetoric  has  been 
established,  and  the  number  of  Junior  and  Senior  elec- 
tives  has  risen  from  eight  to  fourteen,  aggregating  twen- 
ty-six instead  of  fifteen  hours.  The  work  has  been  fairly 
well  systematized,  and  various  courses  arranged  forming 
an  harmonious  plan,  while  the  English  of  the  Graduate 
Department  has  been  placed  on  a  substantial  basis.  Of 
the  Scientific  School  Faculty  three  members  give  instruc- 
tion in  English. 

Prof.  Thomas  R.  Lounsbury  is  senior  professor  of 
English  at  Yale  and  at  the  head  of  the  English  Depart- 
ment in  the  Scientific  School.  He  was  appointed  in- 
structor in  1870.  English  students  at  Yale  are  generally 
eager  to  seek  the  courses  of  the  author  of  "  The  History 
of  the  English  Language,"  of  the  "  Life  of  Cooper," 
and  of  "  Studies  in  Chaucer."     Of  the  latter  work  Prof. 


ENGLISH. 


345 


Brander  Matthews  has  said  in  the  "  Century"  that  it  is  one 
accepted  by  all  "  as  the  most  important  contribution  yet 
made  by  an  American  scholar  to  the  great  unwritten  his- 
tory of  English  literature."  As  such  glimpses  as  may 
be  given  of  the  men  composing  the  staff  of  any  one  de- 
partment are  the  best  evidence  of  what  that  department 
is,  and  as  another  has  done  this  work  for  us,  it  may  be 
allowable  to  quote  still  further  from  this  same  critic : 
"A  Professor  of  English  is  rare  who  has  both  philo- 
logic  training  and  aesthetic  perception,  as  Professor 
Lounsbury  has.  And  he  has  also  a  rarer  quality,  — 
the  temper  of  the  true  scholar.  ...  In  fact,  whether  the 
study  he  presents  be  linguistic  or  literary,  whether  it  be 
spelling  reform  or  the  English  language,  whether  it  be 
the  prose  novels  of  Cooper  or  the  poetic  tales  of  Chau- 
cer, Professor  Lounsbury  handles  it  with  the  same  firm 
grasp,  with  the  same  understanding  and  sanity,  with 
the  same  wholesome  good-humor."  Professor  Louns- 
bury has  taken  a  particular  interest  in  the  Yale  Library, 
and  is  not  a  little  responsible  for  its  very  judicious  selec- 
tion of  English  works. 

Prof.  Henry  A.  Beers,  the  senior  professor  of  English 
in  the  College,  began  his  work  at  Yale  as  a  tutor  in 
English  in  the  year  1871.  When  the  English  Depart- 
ment was  under  fire  in  the  winter  of  1898,  one  of  the 
most  noticeable  features  of  the  comments  of  Yale  grad- 
uates was  the  unanimity  of  opinion  expressed  in  regard 
to  the  quality  of  the  scholarship  of  Professor  Beers. 
The  one  regret  concerning  Professor  Beers,  which  is 
expressed  most  frequently,  is  that  he  has  not  had  more 
time  for  creative  work.  This  regret  is  based  on  the 
quality  of  some  of  his  short  stories  and  sketches. 

Professor  Beers  offered  in  1890-91  a  graduate  course 


346  YALE. 

on  the  development  of  the  Romahtic  Movement  in 
Enghsh  Literature  which  marks  an  epoch  in  the 
teaching  of  Enghsh  Literature  at  Yale.  It  was  a  very- 
stimulating  course,  and  was  perhaps  most  highly  valued 
of  any  graduate  work  for  a  number  of  years  thereafter. 
"  The  Beginnings  of  the  English  Romantic  Movement," 
published  by  Dr.  William  Lyon  Phelps  in  1893,  which 
was  a  distinct  contribution  to  English  literary  studies, 
was  one  of  the  first  fruits  of  this  teaching  by  Professor 
Beers.  It  made  a  study  of  a  special  department  of  the 
general  field  treated  in  Professor  Beers'  course.  This 
book. was  the  thesis  offered  by  its  author  as  a  candidate 
for  the  doctor's  degree,  after  a  course  in  the  English  De- 
partment of  Yale  under  the  direction  of  Professor  Beers. 

The  noteworthy  characteristic  of  this  course  in  the 
development  of  Romanticism  was  the  application  of 
the  spirit  of  what  is  now  called  the  study  of  Compara- 
tive Literature.  It  was  the  investigation  of  a  special 
chapter  in  the  story  of  the  evolution  of  English  Litera- 
ture, —  of  the  evolution  of  tastes  and  standards  and 
forms.  It  was,  in  short,  literary  history  in  the  best 
sense.  Of  such  a  general  nature  is  the  course  on  the 
English  Renascence,  by  Professor  Lewis ;  on  fiction, 
by  Professor  Cross  ;  on  lyrical  poetry,  by  Dr.  Reed. 
Dr.  H.  A.  Smith's  course  on  Literary  Criticism,  offered 
in  recent  years  while  he  was  connected  with  the  De- 
partment, was  another  good  illustration. 

Professor  Beers'  range  of  subjects  of  instruction  is 
wide,  and  he  frequently  changes  them.  Of  late  his 
graduate  courses  have  been  in  Shakespeare  and  the 
Modern  Drama,  Milton  and  his  Contemporaries,  Victor- 
ian Literature,  and  Theories  of  Metrical  Translation. 

Prof.  Albert  S.  Cook  was  called  from  the  University 


ENGLISH.  347 

of  California  to  begin  his  work  at  Yale  in  the  fall  of  1 889. 
He  is  a  man  of  tireless  energy,  his  labors  having  been 
particularly  arduous  and  successful  in  the  field  of  Old 
and  Middle  English.  He  translated  and  adapted  Siever's 
"  Grammar  of  Old  English,"  and  this  and  his  own  first 
book  of  Old  English  are  standard.  Probably  his  best 
reputation  rests  on  his  edition  of  the  Old  English 
poem,  "The  Judith,"  which  is  a  perfect  philological 
product.  Professor  Cook  is  almost  exclusively  occu- 
pied in  the  Graduate  Department,  and  is  less  known  to 
the  undergraduates  than  most  of  the  other  members 
of  the  English  staff.  He  has  published  a  book  on 
"  Biblical  Quotations  in  Old  English  Prose  Writers." 
He  has  recently  assumed  the  editorship  of  the  depart- 
ment of  English  in  the  newly  established  Journal  of 
Germanic  Philology. 

Assistant  Prof.  William  L.  Phelps  became  an  instructor 
at  Yale  in  the  fall  of  1892.  He  is  one  of  the  younger 
members  of  the  Faculty,  having  graduated  from  Yale  in 
1887.  Prof  Phelps  has  a  conspicuous  talent  for  teach- 
ing. He  is  unconventional  to  the  point  of  arousing  con- 
siderable criticism  as  to  methods,  always  attacking  his 
subjects  with  a  peculiar  directness  and  freshness.  He 
has  of  late  withdrawn  from  the  required  work  and  his 
electives  are  in  Chaucer,  Seventeenth  Century  Litera- 
ture, American  Literature,  Tennyson,  and  Browning. 

Assistant  Prof  Wilbur  F.  Cross  began  work  at  Yale  in 
1894.  He  has  charge  of  the  Freshman  English  in  the 
Scientific  School.  His  specialty  has  been  English 
fiction,  particularly  in  its  origins,  and  its  connection 
with  foreign  literature.  This  is  his  principal  work  in 
the  Graduate  Department,  where  his  course  is  very 
much  prized. 


348  YALE. 

Assistant  Prof.  Charlton  M.  Lewis,  a  graduate  of  the 
College  in  1886,  turned  to  the  teaching  of  English 
after  a  few  years  in  the  study  and  practice  of  law.  He 
came  to  Yale  in  1895,  and  three  years  later  received  his 
doctor's  degree  and  an  assistant  professorship.  The 
choices  for  the  college  year  1898-99  made  his  course 
in  Nineteenth  Century  Literature  the  largest  English 
elective.  He  also  offers  a  special  course  in  the 
English   Renascence. 

In  these  six  years  of  advance,  Yale  further  increased 
her  staff  by  three  recent  graduates  of  the  College.  One 
is  Dr.  Edward  B.  Reed,  who  was  recently  given  charge 
of  the  Freshman  work.  He  took  his  doctor's  degree  in 
1896,  and  spent  the  following  year  in  study  in  Paris  and 
Munich.  Another  addition  to  the  force  was  Dr.  Frank 
H.  Chase,  valedictorian  of  the  Yale  Class  of  1894.  Dr. 
Chase's  specialty  has  been  the  study  of  Old  English  syn- 
tax. In  the  year  before  coming  to  Yale  he  studied  at 
the  British  Museum  in  Berlin.  Upon  appointment  to 
the  Yale  staff,  he  was  given  for  his  work  for  the  year 
1898-99  the  English  of  Freshman  year,  and  has  an  elec- 
tive on  the  History  of  the  English  language.  In  the 
fall  of  1898,  Mr.  George  H.  Nettleton,  Yale,  '96,  was 
made  an  instructor  in  the  Scientific  School. 

In  the  last  three  years  Assistant  Prof.  Charles  S.  Bald- 
win has  organized  a  Department  of  Rhetoric,  where,  it 
is  unnecessary  to  say,  the  amount  of  work  is  enormous, 
and  where,  it  is  only  fair  to  say,  the  results  of  the  work 
have  been  very  satisfactory  to  those  who  are  watching 
the  growth  of  the  English  Department  at  Yale.  The 
characteristic  of  the  teaching  is  the  large  proportion 
of  time  given  to  personal  criticism  of  the  theme. 
This  work  has  been  entirely  with  the  Sophomore  class, 


ENGLISH. 


349 


though  Professor  Baldwin  has  of  late  been  able  to  offer 
an  elective  to  the  Juniors.  Professor  Baldwin  had  up  to 
1898-99  one  assistant,  Mr.  Chauncey  Wetmore  Wells, 
Yale,  '96.  A  second  assistant,  Mr.  Emerson  Gifford 
Taylor,  was  added  for  the  year  1898-99.  Mr.  Taylor 
was  graduated  from  Yale  in   1895. 

For  the  year  1898-99,  six  professors  and  assist- 
ant professors  were  scheduled  for  eighteen  graduate 
courses  in  English.  A  very  large  proportion  of  these 
courses  were  offered  by  Professor  Cook,  who,  having 
but  one  undergraduate  elective,  devotes  practically  his 
entire  time  to  the  advanced  students.  What  Germany 
has  had  hitherto  to  offer  in  graduate  work  is  pre- 
eminently Old  and  Middle  English.  In  Professor 
Cook,  a  pupil  and  friend  of  Professor  Siever,  Yale  has 
enlisted  an  authority  in  our  early  language.  His  work 
is  supplemented  by  Dr.  Chase,  while  in  Chaucer  there 
is  Professor  Lounsbury,  whose  name  is  particularly 
associated  with  studies  of  this  poet. 

The  special  incident  most  encouraging  in  all  the  recent 
work  in  English  at  Yale,  was  the  performance  in  1898  of 
Beaumont  and  Fletcher's  "  Knight  of  the  Burning  Pes- 
tle." This  was  prepared  by  the  students  themselves, 
without  the  knowledge  of  their  instructors,  before  whom 
it  was  produced  as  an  unexpected  demonstration  of  the 
success  of  their  own  teaching.  These  students  had  been 
making  a  special  study  of  the  Jacobean  drama.  Their 
excellent  presentation  of  this  play  is  said  to  be  the  first 
ever  made  in  this  country. 


CHAPTER   XVII. 

NATURAL   AND   PHYSICAL   SCIENCES. 

YALE  College,  conspicuous  for  the  training  of 
young  men  in  the  old  knowledge  and  wisdom 
of  the  fathers,  has  taken  a  place,  both  as  a  College  and 
as  a  University,  in  the  teaching  and  the  development 
of  the  sciences,  which  is  somewhat  of  a  revelation  to 
those  not  intimately  acquainted  with  her  work.  A  brief 
survey  of  the  field  will  show  the  position  of  her  men 
and  her  methods  in  this  century  of  prodigious  scientific 
advance. 

In  1804,  Benjamin  Silliman  was  appointed  "  Profes- 
sor of  Chemistry  and  Mineralogy."  Educated  as  a 
lawyer,  it  was  necessary  for  him  to  go  to  Scotland, 
England,  and  France,  to  find  instruction  to  fit  him  for 
his  new  professorship,  and  to  take  the  few  minerals 
Yale  College  then  possessed  to  Dr.  Seybert  of  Phila- 
delphia, the  only  American  to  be  found  who  was 
versed  in  such  subjects,  for  identification.  For  the 
first  quarter  century.  Professor  Silliman  led  the  way 
among  Americans  in  teaching  science. 

In  the  year  1838,  the  science-teaching  at  Yale  was 
done  by  three  men,  namely,  Silliman,  the  Professor  of 
Chemistry,  Pharmacy,  Mineralogy,  and  Geology;  Olm- 
sted, the  Professor  of  Mathematics  and  Natural  Phil- 
osophy, and  C.  U.  Shepard,  assistant  to  the  Professor 
of  Chemistry.  The  Sophomores  then  studied  survey- 
ing and  Olmsted's  Natural  Philosophy  and  Mechanics; 


Late  James  D.  Daxa 
Si/limau  Professor  of  Geology  and  Mineralogy 


NATURAL  AND    PHYSICAL   SCIENCES.        351 

the  Juniors  listened  to  experimental  lectures  on  Chem- 
istry, Mineralogy,  Geology,  and  select  subjects  of  Natu- 
ral Philosophy,  and  Astronomy,  given  by  Silliman. 

In  the  following  sixty  years  the  force  engaged  in 
teaching  science  has  grown,  from  two  professors  and 
an  assistant,  to  twenty  full  professors,  six  assistant  pro- 
fessors and  directors,  and  forty  instructors  and  assist- 
ants,—  a  force  of  sixty-six  men,  not  including  those 
engaged  in  teaching  pure  matliematics,  or  those  teach- 
ing the  medical  applications  of  science  in  the  Medical 
School.  Eleven  of  the  full  professors  are  members  of 
the  National  Academy  of  Science,  and  all  of  them  have 
made,  in  their  special  departments,  notable  contribu- 
tions to  the  advancement  of  science. 

This  group  of  related  sciences  is  naturally  divided 
into  four  departments,  namely,  I,  Mineralogy,  Geology 
and  Paleontology;  II,  Physics;  III,  Chemistry;  IV, 
Biology.  All  of  these  were  taught  by  Prof.  Benjamin 
Silliman  alone,  less  than  a  century  ago. 

Mineralogy  and  Geology.  . 

The  late  Prof.  James  D.  Dana  did  more  than  anyone 
else  in  America  to  reduce  the  innumerable  facts  of  Ge- 
ology to  a  science,  to  show  the  system  in  the  history 
of  the  American  continent,  and  also  to  systematize  the 
science  of  Mineralogy.  His  "Manual  of  Geology" 
and  "  System  of  Mineralogy  "  are  both  classics.  The 
former,  in  its  fourth  edition,  is  still  the  standard  ex- 
ponent of  American  Geology  the  world  over. 

As  the  Scientific  School  developed,  active  investiga- 
tion in  the  field  of  Mineralogy  was  shifted  to  that  de- 
partment, and  in  1864  George  J.  Brush  was  appointed 
Professor   of   Mineralogy.      In  the   next  twenty  years 


352  YALE. 

he  described  many  new  minerals,  and  co-operated  with 
Professor  Dana  in  issuing  the  successive  supplements 
and  new  editions  of  his  "System  of  Mineralogy."  In 
1874  he  published  his  "Manual  of  Determinative  Min- 
eralogy." He  has  also  accumulated  a  large  and  ex- 
ceedingly valuable  collection  for  the  special  purpose 
of  teaching  Mineralogy.  This  collection  is  probably 
better  adapted  for  its  purposes  than  any  other  in  the 
land,  and  is  always  available  for  purposes  of  investi- 
gation and  instruction.  His  laboratory  became  the 
training  place  of  many  of  the  present  experts  in  the 
science,  including  his  successors,  Professors  E.  S.  Dana 
and  Penfield.  As  Director  of  the  Sheffield  Scientific 
School,  Professor  Brush's  services,  not  only  to  Miner- 
alogy, but  to  all  the  sciences,  have  been  even  more 
important  than  they  could  have  been  had  he  restricted 
his  attention  to  his  favorite  science  alone. 

Any  suggestion  of  scientific  work  at  Yale  leads  early 
to  the  Peabody  Museum,  which  Darwin  longed  to  visit, 
and  of  which  Huxley  spoke  in  terms  which  Yale's 
friends  proudly  repeat  to  visitors.  The  building  is 
at  once  a  source  of  great  Yale  satisfaction  and  great 
Yale  regret.  Large  as  it  is,  it  is  now  altogether  too 
small  for  the  great  collections  which  have  been  gath- 
ered. For  their  proper  display  alone,  and  for  the 
future  development  of  science  at  Yale,  the  University 
longs  for  a  friend  to  send  the  message  that  will  make 
it  possible  to  continue  at  once  with  the  plan  for  the 
building,  in  which  the  present  structure  is  only  one 
wing. 

Prof.  O.  C.  Marsh  is  the  head  of  the  Museum,  and 
University  Professor  of  Paleontology.  He  has  also 
been  connected  with  the  United  States  Geological  Sur- 


I- 1 


■^   ^ 


^ 


"^   &. 


5  s 

—  <» 


NATURAL   AND    PHYSICAL   SCIENCES.        353 

vey  for  many  years,  in  charge  of  Vertebrate  Paleon- 
tology. Professor  Marsh  directs  the  studies  of  advanced 
students  in  Vertebrate  Paleontology.  Great  advances 
and  discoveries  in  Paleontology  of  the  present  century 
are  closely  connected  with  his  work.  His  discovery  and 
study  of  the  fossil  fauna  of  our  Western  States  is  a  well- 
known  story.  Out  of  more  than  three  hundred  pamphlets 
and  volumes,  it  is  difficult  to  select  the  most  important, 
but  to  students  the  most  striking  of  his  works  are : 
"  The  Discovery  and  Explanation  of  Birds  with  Teeth," 
in  his  Monograph  on  "The  Odontornithes ;  "  "The 
Discovery  and  Description  of  the  Gigantic  Eocene 
Mammals,  Dinocerata,"  in  his  volume  on  that  group  ; 
"The  Discovery  and  Study  of  the  Great  Saurians  of 
the  Mesozoic  Time ;  "  and  the  tracing  of  the  successive 
genera  of  the  horse-type  from  the  Eohippus  of  the 
Eocene  to  the  modern  horse.  His  standing  is  shown 
by  his  repeated  election  to  the  Presidency  of  the  Na- 
tional Academy,  and  by  his  receipt  of  the  Cuvier  prize, 
and  various  other  similar  honors. 

The  Professorship  of  Historical  Geology  in  the  Shef- 
field Scientific  School  is  held  by  Charles  E.  Beecher, 
who  offers  courses  in  Invertebrate  Paleontology,  and 
who  is  most  closely  associated  with  Professor  Marsh 
in  his  work.  The  collections  of  the  Peabody  Museum 
furnish  abundant  material  for  illustration.  Professor 
Beecher  is  particularly  known  for  his  works  on  the 
structure,  development,  and  affinities  of  brachiopods 
and  trilobites,  investigations  which  were  begun  while 
he  was  connected  with  the  New  York  State  Museum. 
He  is  one  of  the  editors  of  the  "American  Geologist." 

The  Peabody  Museum  is  stored  with  material  for 
comparison  and   study  in  Paleontology.      The    Verte- 


354  YALE. 

brate  fossils  donated  by  Professor  Marsh  form  the  best 
collection  in  existence  of  these  relics.  The  Inverte- 
brate fossil  collection  is  large,  and  includes  many 
type-specimens,  and  a  large  number  of  beautiful  pre- 
parations made  by  Professor  Beecher.  In  Mineralogy, 
besides  the  elaborate,  systematic  exhibition  collection 
in  charge  of  Professor  Dana,  there  are  the  Brush  col- 
lection and  several  students'  collections.  The  Petro- 
graphical  collection,  in  charge  of  Professor  Pirsson, 
includes  typical  rocks  and  sections  from  all  lands. 

The  Mineralogical  Department,  formerly  cared  for 
by  Professor  Brush,  is  in  the  hands  of  Prof.  Samuel  L. 
Penfield,  a  graduate  of  the  Scientific  School  in  the 
Class  of  1877.  Yale  has  long  enjoyed  the  reputation 
of  being  the  leader  among  American  universities 
in  this  special  department  of  Mineralogy.  Few  repu- 
tations in  science,  at  home  or  abroad,  are  better  than 
that  of  the  head  of  this  Department.  It  rests  par- 
ticularly upon  his  investigations  in  chemical  mineralogy 
and  crystallography  and  descriptions  of  new  species. 
His  accuracy  and  painstaking  assistance  to  special  stu- 
dents, added  to  the  advantages  of  the  Brush  collection 
and  library,  and  a  laboratory  well  equipped  with  ap- 
paratus and  appliances  for  studying  the  chemical,  crys- 
tallographic,  and  physical  properties  of  minerals,  make 
this  a  favorite  place  for  the  enthusiastic  student. 

Prof.  E.  S.  Dana,  though  holding  the  chair  in  Physics, 
has  made  his  peculiar  reputation  in  the  field  of  Miner- 
alogy, the  field  in  which  his  father  was  pre-eminent 
fifty  years  before.  The  name  of  Dana  is  held  to  its 
high  reputation  particularly  by  the  "  New  System  of 
Mineralogy,"  written  by  the  son.  One  of  his  best- 
known  pieces  of  work  is  on  the  crystallographic  form 


Edward  S.  Dana, 
Professor  of  Physics  and  Curator  of 
the  Mineralogical  Collection. 

Hen'ry  S.  Williams, 
Silliman  Professor  of  Geology. 


Samuel  L.  Punfield, 
Professor  of  Mineralogy. 

Arthur  \\'.  \\'right. 
Professor  of  E.r/'eriinental  Physics. 


NATURAL   AND    PHYSICAL   SCIENCES.       355 

of  native  copper.  Besides  this  work,  Professor  Dana 
has  pubHshed  a  "Text-Book  on  Mineralogy"  and  "Min- 
erals and  How  to  Study  them,"  both  of  which  are  stand- 
ard works  which  bring  the  science  within  the  grasp  of 
the  general  student. 

Prof.  Louis  V.  Pirsson  has  charge  of  the  instruction 
in  Physical  Geology  in  the  Sheffield  Scientific  School, 
and  of  the  graduate  courses  in  Petrology.  He  has  con- 
tributed a  number  of  important  papers  dealing  with 
theoretical  problems  in  Petrology,  and  has  also  done 
valuable  geological  work  in  Montana,  for  the  United 
States  Geological  Survey,  results  of  which  are  em- 
bodied in  the  following  four  bulletins :  "  Castle  Moun- 
tain," "  Highwood  Mountain,"  "  Bear  Paw  Mountain," 
and  "Judith  Mountain."  Students  in  this  branch  are 
given  active  work  in  determining  and  classifying  rocks 
by  optical  and  chemical  methods  and  in  studying  their 
history  and  origin. 

Leaving  the  Scientific  School  group,  we  come  to  the 
successor  of  the  late  James  D.  Dana  in  the  Silliman 
Professorship  of  Geology,  Henry  Shaler  Williams.  He 
is  chiefly  known  for  his  studies  of  the  relations  of 
organisms  to  geology.  His  course,  Geological  Biology, 
and  his  book  with  the  same  title,  treat  of  fossils  as 
determining  geological  formations  and  their  relation  to 
environment  and  past  evolution.  As  a  member  of  the 
United  States  Geological  Survey  he  is  known  for  his 
work  and  numerous  papers  on  the  Devonian,  and  on  , 
the  principles  of  correlation  in  stratigraphical  geology. 
His  high  standing,  on  the  other  side,  is  indicated  by 
his  position  as  American  member  of  the  International 
Geological  Congress.  An  outgrowth  of  his  paleonto- 
logical  and   zoological    studies    is   the    course   on   the 


356  YALE. 

Philosophy  of  Life  and  Organisms,  in  which  life  is  dis- 
cussed in  relation  to  other  natural  forces,  and  evolution 
is  reduced  to  a  systematic  science.  His  laboratory, 
with  its  select  collection  of  fossils,  and  his  rich  working 
library  on  Paleontology,  are  open  to  students. 

PJiysics. 

In  the  domain  of  physics  Yale  has,  in  the  Academic 
Department,  the  Sloane  Laboratory,  with  equipment 
very  thoroughly  organized  for  methods  of  experimen- 
tation and  original  investigation  in  modern  physics.  It 
is  under  the  charge  of  Prof  Arthur  W.  Wright,  of  the 
Chair  of  Experimental  Physics,  whose  investigations 
have  been  particularly  in  the  fields  of  electricity  and 
light.  He  has  been  making  particular  study  for  a 
number  of  years  of  the  phenomena  of  electric  dis- 
charge, shadow  effects,  and  chemical  changes  accom- 
panying it,  and  was  the  first  man  on  this  side  of  the 
water  to  confirm  the  discovery  of  the  Roentgen  rays. 
His  studies  on  the  volatilization  of  metals  in  exhausted 
tubes,  and  the  application  of  the  method  to  the  for- 
mation of  metal-covered  glass  specula,  have  been  of 
importance  in  the  formation  of  electrodes  in  the  vacuum 
tubes  employed  in  X-ray  work.  Professor  Wright  is 
assisted  by  several  instructors. 

Prof  Charles  S.  Hastings,  who  holds  the  chair  of 
Physics  in  the  Scientific  School,  has  associated  his 
name  with  improvements  in  the  telescope,  result- 
ing from  his  researches  in  the  field  of  optics.  His 
study  of  the  solar  spectrum  and  sun  spots,  and  the  dis- 
covery that  chemical  compounds  exist  in  the  sun,  are 
some  of  the  more  important  theoretical  results  of  his 
labors.      His    investigations  of  the  laws  of  double  re- 


NATURAL   AND    PHYSICAL   SCIENCES.        357 

fraction  in  Iceland  spar,  and  the  principles  of  refraction 
of  light  in  general,  have  been  of  the  highest  practical 
value  in  the  determination  of  causes  of  imperfection  of 
sharpness  of  detail  in  images,  and  spherical  and  chro- 
matic aberration,  and  for  calculating  the  forms  of  sur- 
face, and  determining  the  chemical  composition  of  the 
materials  necessary  for  the  production  of  the  most  per- 
fect astronomical  (and  also  microscopical)  objectives. 
Professor  Hastings'  laboratory  covers  one  floor  of  the 
spacious  Winchester  Hall,  and  is  admirably  equipped 
for  general  physical  work  and  study,  more  especially 
in  its  technical  applications. 

In  this  Department,  Assistant  Prof  Frederick  E. 
Beach  is  occupied  mainly  with  the  work  of  instruction, 
having  charge  of  the  Scientific  Freshman  class. 

Prof  J.  Willard  Gibbs  occupies  the  chair  of  Mathe- 
matical Physics.  Professor  Gibbs'  theoretical  work, 
though  performed  purely  from  the  mathematical  stand- 
point, forms  to  a  very  great  extent  the  basis  of  the 
science  of  Physical  Chemistry  as  it  is  known  to-day. 
His  most  important  published  works  are  those  on  the 
"Equilibrium  of  Heterogeneous  Substances,"  "Ther- 
modynamics," and  "  Graphic  Methods."  Professor 
Gibbs'  work  is  entirely  in  the  post-graduate  depart- 
ment, where  he  offers  extended  courses. 

Chemistry. 

The  four-storied  brick  Sheffield  Chemical  Labora- 
tory is  the  newest  and  most  modern  building  devoted 
to  chemistry  in  the  University,  and  is  considered  a 
peculiarly  well-appointed  laboratory,  with  means  for 
a  very  excellent  quality  of  work.  This  building  sug- 
gests the  group  of  men  in  the  Scientific  School  who 
are  in  this  special  branch  of  science. 


358  YALE. 

Before  enumerating  the  active  corps,  one  naturally 
turns  to  the  Emeritus  Professor  of  Agricultural  Chem- 
istry, who  has  been  connected  with  the  School  from  its 
earliest  day,  and  who  has  been  an  exceptionally  active 
investigator.  Prof.  Samuel  W.  Johnson  has  been  a 
prolific  writer.  His  two  standard  works  — "  How  Crops 
Grow"  (published  in  1868),  and  "How  Crops  Feed" 
(published  in  1870),  have  been  translated  into  German, 
French,  Russian,  Swedish,  Italian,  and  Japanese.  Pro- 
fessor Johnson  was  influential  in  organizing  the  first 
Agricultural  Experiment  Station,  that  of  Connecticut, 
and  has  been  very  influential  in  the  general  establish- 
ment of  these  stations  throughout  the  country. 

Among  the  present  generation  of  Sheff  students. 
Professor  Mixter  is  perhaps  more  generally  thought  of 
in  connection  with  the  government  of  the  student  body. 
His  peculiar  success  in  this  direction  has  naturally  drawn 
him  a  great  deal  from  his  particular  work,  but  has  by 
no  means  made  him  inactive  in  this  branch.  He  has 
written  not  a  little,  especially  in  organic  chemistry,  in 
which  his  work  on  amido-bodies  is  perhaps  the  best 
known,  and  is  the  author  of  a  "  Text-Book  on  Ele- 
mentary  Chemistry." 

Horace  L.  Wells,  Professor  of  Analytical  Chemistry 
and  Metallurgy,  is  known  particularly  for  his  extended 
investigations  on  double  salts,  and  for  his  work  on  the 
perhalides  of  the  alkali  metals.  His  researches  along 
these  lines  have  materially  widened  the  knowledge  of 
the  compounds  formed  by  the  very  rare  elements, 
caesium  and  rubidium.  His  writings  are  very  frequent 
on  subjects  in  Mineralogical  and  Analytical  Chemistry. 
At  the  head  of  the  latter  Department  at  Yale,  he  offers 
courses  for  research  and  advanced  study  in  this  and 
allied  branches. 


Louis  V.  Pirsson, 
Professor  of  Physical  Geology. 

Horace  L.  Wells, 

Professor  of  Atialylical  Chetnistry 
atid  Metallurgy. 


Charles  E.  Beecher, 
Professor  of  Historical  Geology, 

Frank  A.  Gooch, 
Professor  of  Chemistry. 


NATURAL   AND   PHYSICAL  SCIENCES.       359 

The  presence  of  :;  considerable  corps  of  instructors 
and  assistants  make  it  possible  to  widen  the  scope  of 
the  laboratory's  work.  Among  these  are  several  who 
offer  advanced  courses  and  opportunities  for  research 
in  their  respective  specialties.  William  J.  Comstock 
and  Dr.  H.  L.  Wheeler  are  in  charge  of  the  organic 
work.  Dr.  Wheeler  has  specialized  on  tautomerism,  in 
which  field  his  work  is  particularly  well  known.  Dr. 
James  Locke  conducts  the  work  of  students  engaged 
in  general  preparative  inorganic  chemistry.  The 
laboratory  also  has  a  room  especially  equipped  for 
research  in  physical  chemistry,  in  charge  of  Dr.  B.  B. 
Boltwood.  A  considerable  number  of  scientific  articles 
are  published  from  the  laboratory  annually.  Its  officers 
have  also  issued  an  extended  list  of  text-books,  among 
which,  in  addition  to  those  already  named,  are  Pro- 
fessor Wells'  "Qualitative  Analysis,"  and  re-edition  of 
"  Fresenius,"  with  translations  of  Classen's  "  Electro- 
chemistry," and  Menschutkin's  "  Analytical  Chemistry," 
by  Doctors  Boltwood  and  Locke  respectively. 

The  chemistry  of  the  Academic  Department  is  housed 
in  the  Kent  Laboratory,  a  large  three-story  brown  stone 
building,  the  gift  of  Albert  E.  Kent  of  San  Rafael,  Cal. 
At  its  head  is  Prof.  F.  A.  Gooch,  who  is  aided  by  As- 
sistant Prof.  Philip  E.  Browning,  and  four  assistants. 
Professor  Gooch  is  an  analyst  whose  contributions  have 
been  principally  to  the  practical  side  of  quantitative 
chemistry,  both  in  apparatus  and  methods.  The  intro- 
duction of  the  Gooch  crucible  has  materially  modified 
quantitative  chemistry.  About  seventy-five  papers  have 
been  published  from  the  laboratory  since  its  opening 
in  1888,  relating  chiefly  to  analytical  and  inorganic 
chemistry.     Many  of  the  recent  iodine  methods  of  Pro- 


36o  YALE. 

fessor  Gooch  are  included  in  this  series,  as  well  as  the 
adaptation  by  Professor  Browning  of  his  amyl-alcohol 
method  to  the  separation  of  the  alkaline  earth  metals. 

It  is  impossible  to  close  the  subject  of  chemistry  at 
Yale  without  referring  for  the  second  time  in  this  chapter 
on  Science  to  Professor  Gibbs,  simply  as  the  author 
of  the  Gibbs-Phase-Rule.  This  rule  is  of  such  im- 
portance in  Chemistry,  that  in  several  universities  entire 
courses  of  lectures  are  devoted  to  it  alone.  The  stu- 
dent at  Yale  may  therefore  feel  that  he  has  a  particular 
advantage  in  this  branch  of  the  science,  in  being  able 
to  hear  the  rule  explained  and  treated  in  all  its  bearings 
by  its  enunciator  himself. 

As  in  nearly  every  department  of  study  at  Yale  the 
work  in  chemistry  is  aided  by  a  departmental  club.  The 
Chemical  Club  is  composed  of  instructors,  graduate 
students,  and  others  interested  in  this  science.  It  holds 
fortnightly  meetings  for  the  discussion  of  papers  and 
reviews  of  recent  work. 

Biology  and  Physiology. 

Russell  H.  Chittenden  is  the  Professor  of  Physiologi- 
cal Chemistry,  but  his  name  and  particular  work  are 
not  entered  under  that  head  because  his  chief  activities 
and  successes  are  in  the  direction  of  Physiology.  He 
is  the  recognized  head  of  his  science  in  America. 
While  yet  a  student,  he  made  the  discovery  that 
glycocoll  was  a  constituent  of  animal  tissues,  and  since 
that  time  has  been  very  actively  engaged  in  the  investi- 
gation of  physiological  chemical  problems,  such  as  the 
primary  cleavage  products  of  proteids,  the  influence 
of  various  substances  —  drugs,  poisons,  alcohol,  and  the 
like  —  on  digestion  and  metabolism,  and  the  distribu- 


Professor  Russell  H.  Chittenden 
Director  of  the  Sheffield  Scioitific  School 


NATURAL   AND    PHYSICAL   SCIENCES.        361 

tion  of  poisons  in  the  body  and  their  ehmination  from 
the  system.  His  most  important  work  was  the  investi- 
gation of  the  chemistry  of  the  digestive  processes, 
summed  up  in  his  book  entitled  "  Digestive  Proteolysis," 
published  in  1894.  From  these  investigations  much  of 
our  knowledge  upon  this  subject  has  been  derived. 
"  Studies,"  published  from  1885  to  1889,  presents  in 
printed  form  much  of  the  work  of  the  laboratory  during 
those  years.  Professor  Chittenden  is  President  of  the 
American  Physiological  Society,  and  has  just  been  made 
Director  of  the  Department  of  Physiological  Chemistry 
of  the  College  of  Physicians  and  Surgeons  of  Columbia 
University.  With  Professor  Gooch  he  represents  the 
chemists  of  the  University  in  the  National  Academy  of 
Sciences.  Professor  Chittenden  is  seconded  in  his 
experiments  by  Assistant  Prof  Lafayette  B.  Mendel, 
whose  best  work  is  on  the  physiology  of  lymph  forma- 
tions. The  laboratory  possesses  unusual  facilities  for 
research  work,  as  is  shown  by  its  many  publications; 
and  the  excellence  of  the  undergraduate  courses  is 
attested  by  the  high  rank  which  its  graduates  attain  in 
the  medical  profession. 

Instruction  in  General  Biology,  Comparative  Ana- 
tomy and  Embryology,  both  for  undergraduate  and 
advanced  students,  is  under  the  personal  direction  of 
Professor  Sidney  I.  Smith  and  Dr.  W.  R.  Coe.  Pro- 
fessor Smith  has  held  the  position  of  professor  of  Com- 
parative Anatomy  since  1875.  He  is  the  author  of 
numerous  works  describing  the  Crustacea  of  America, 
including  the  embryology  of  certain  species. 

In  Zoology,  the  student  at  Yale  has  access  to  the 
large  collection  in  the  Pcabody  Museum.  Professor 
Addison  E,  Verrill  has  filled  the  chair  of  Zoology  since 


362  YALE. 

1 864,  and  his  connection  for  many  years  with  the  United 
States  Fish  Commission  has  enabled  him  to  describe 
a  great  number  of  marine  invertebrates,  collected  under 
his  direction.  His  published  articles,  notices,  and  works, 
exceeding  two  hundred  in  number,  deal  with  nearly 
every  class  of  invertebrate  animals.  Among  the  most 
important  of  these  articles  are  those  treating  of  the 
echinoderms  and  corals  of  the  west  coast  of  America 
and  the  invertebrates  of  the  West  Indies  and  the 
Atlantic  coast  of  North  America.  His  own  private  col- 
lection, containing  type-specimens  of  many  North 
American  invertebrates,  is  also  deposited  in  the  Pea- 
body  Museum.  The  extent  of  Professor  Verrill's  in- 
vestigations have  not  allowed  him  to  be  drawn  too 
deeply  into  specialized  work  to  the  neglect  of  syste- 
matic zoology  and  morphology. 

Agriculture. 

Yale's  work  in  the  application  of  science  to  agricul- 
ture has  been,  since  1864,  in  charge  of  Prof.  William 
H.  Brewer,  who  has  in  this  time  been  the  Professor  of 
Agriculture  in  the  Sheffield  Scientific  School.  His  life 
has  been  one  of  ceaseless  activity,  and  his  work  has 
carried  him  into  public  positions  of  many  kinds  in  the 
City,  the  State,  and  the  Nation.  His  writings,  generally 
in  the  form  of  reports  or  contributions  to  scientific 
journals,  are  very  numerous,  and  cover  the  widest  range 
of  subjects.  He  wrote  the  "  Botany  of  California," 
a  standard  work,  which  is  as  much  the  basis  of  similar 
study  in  that  part  of  the  country  as  is  Gray's  Botany 
here.  He  has  specialized  on  the  laws  of  heredity 
until  he  has  become  an  authority  on  the  vastly  im- 
portant questions  of  stock  breeding.     He  has  sketched 


Sidney  I.  Smith, 
Professor  of  Comparatwe  Aiuitoiny, 

William  H.  Brewer, 
Norton  Professor  of  Agriculture. 


Addison  E.  Verrill, 

Professor  of  Zoolog-y  and  Curator  of 

the  Zoological  Collection. 

William  G.  Mixter, 

Professor  of  Chemistry. 


NATURAL  AND   PHYSICAL  SCIENCES.        363 

the  "  First  Century  of  the  Republic's  Agricultural 
Progress,"  and  has  contributed  v^aluable  geological 
papers  to  the  "  American  Journal  of  Science."  He 
has  lectured  on  all  kinds  of  practical  agricultural  topics, 
and  is  a  recognized  authority  on  many  of  the  problems 
of  forestry.  Within  recent  years  he  has  entirely  re- 
written a  Physical  Geography.  And  so  the  list  might 
be  indefinitely  extended.  His  power  of  acquisition 
and   his  energy  seem   limitless. 

But  the  story  of  his  work  for  Science  would  be 
hardly  half  told  if  it  did  not  include  his  successful 
labors  in  the  upbuilding  of  the  Sheffield  Scientific 
School.  Since  his  connection  with  it  he  has  been 
indefatigable  and  indispensable,  co-operating  with  Pro- 
fessor Brush  in  every  good  work.  His  energy  and 
store  of  knowledge  of  men  and  things  have  been  con- 
stantly at  the  service  of  the  School.  Professor  Brewer 
is  a  member  of  the  National  Academy. 

Department  of  Botany. 

In  the  Department  of  Botany,  which  is  in  charge  of 
Dr.  A.  W.  Evans,  access  is  possible  to  the  herbarium 
of  the  late  Daniel  C.  Eaton,  who  was  the  first  Professor 
of  Botany  at  Yale,  and  held  the  position  from  1864 
until  his  death  in  1895.  It  comprises  over  sixty  thou- 
sand sheets,  mostly  different  species,  and  is  particularly 
rich  in  the  flora  of  North  America,  and  in  the  mosses 
and  ferns.  Of  the  latter  this  collection  is  most  com- 
plete. It  was  in  this  field  that  Professor  Eaton  held 
particular  authority. 


364  YALE. 

The  Journal  of  Science. 

For  eighty  years  the  American  Journal  of  Science  has 
been  edited  and  pubhshed  by  men  of  the  Yale  Faculty. 
Professor  Benjamin  Silliman  established  this  paper  in 
18 18,  when  the  many  branches  of  physical  and  natural 
science,  now  recognized,  had,  with  the  single  exception 
of  astronomy,  hardly  gained  a  footing  in  this  country. 
It  was  not  the  least  of  Professor  Silliman's  large  work 
for  science  and  for  Yale,  that  he  foimded,  and  through 
many  discouragements,  maintained  and  developed  to 
the  highest  point  of  reputation  throughout  the  scientific 
world,  the  "  American  Journal  of  Science."  For  twenty 
years  Professor  Silliman  carried  on  both  the  editorial 
labors  and  the  business  part  of  the  work.  In  1838,  his 
son,  Benjamin  Silliman,  Junior,  later  Professor  of 
Chemistry  at  Yale,  was  associated  with  him.  With  the 
beginning  of  the  second  series,  James  D.  Dana,  his  son- 
in-law,  soon  to  be  made  Professor  of  Geology  and 
Mineralogy,  became  one  of  the  editors-in-chief.  After 
a  period  the  editorial  labors  devolved  almost  entirely 
on  Professor  Dana,  and  later,  these  duties  were  assumed 
by  his  son,  Edward  S.  Dana,  whose  name  appears  among 
the  editors-in-chief  in  1875.  The  latter  has  conducted 
the  paper  to  the  present  date.  With  the  vast  develop- 
ment of  the  field  of  scientific  research  and  the  increas- 
ing specialization  by  scientific  workers,  journals  devoted 
exclusively  to  single  branches  of  scientific  work  have 
arisen,  sharing  the  field  which  this  journal  held  so  long 
alone.  Its  standard  and  its  good  name,  have,  however, 
been  upheld,  and  it  is  to-day  an  excellent  index  of  the 
scientific  spirit  of  Yale.  In  the  list  of  its  associate 
editors  are  found  such  names  as    Dr.  Wolcott  Gibbs, 


NATURAL   AND    PHYSICAL  SCIENCES.        365 

Dr.  Asa  Gray,  Professor  Louis  Agassiz,  and  many  of 
the  best  known  investigators  of  the  present  day.  The 
Journal  has  thus  had  cordial  support  among  the  workers 
elsewhere,  and  especially  at  Harvard  University. 


CHAPTER   XVIII. 

MATHEMATICS,   ENGINEERING,   AND   ASTRONOMY. 
Mathematics. 

A  STEADY  growth  from  the  first  and  a  very  rapid 
development  hi  the  last  ten  years  are  the  features 
of  the  history  of  the  Department  of  Mathematics  at 
Yale. 

In  the  old  days  a  single  professor  taught  both  Mathe- 
matics and  Natural  Philosophy,  but  in  1836,  by  the 
election  of  Professor  Stanley,  Mathematics  had  a  chair 
of  its  own.  When  Professor  Stanley  died  in  1853,  Pro- 
fessor Newton,  although  only  twenty-five  years  of  age, 
was  appointed  to  fill  the  vacancy.  For  more  than  forty 
years,  that  is,  till  his  death  in  1896,  the  Department  was 
under  Professor  Newton's  vigorous  and  progressive 
administration.  During  this  time  the  Department  in- 
creased from  one  professor  and  two  tutors  to  a  staff,  in 
the  Academic  Department,  of  five  professors  and  four 
instructors,  and  in  the  Sheffield  Scientific  School  of 
two  professors  and  four  instructors,  —  a  total  of  seven 
professors  and  eight  instructors.  In  the  Academic 
Department  are  Professors  Gibbs,  Richards,  Beebe, 
Phillips,  and  Pierpont,  and  the  instructors  are  Messrs. 
Strong,  Westlund,  Hawkes,  and  Sellew.  In  the  Sheffield 
Scientific  School  are  Professors  Clark  and  Smith,  and 
the  instructors  are  Messrs.  Starkweather,  Lockwood, 
Marshall,  and  Granville. 


MATHEMATICS.  367 

The  instruction  in  the  undergraduate  department  may 
be  considered  first.  In  looking  over  the  course  of  study 
followed  half  a  century  or  more  ago,  one  is  surprised  at 
first  sight  to  observe  how  small  the  change  is  when 
compared  with  that  which  has  taken  place  in  the  De- 
partment of  Natural  Sciences.  In  1836,  the  year  of 
Professor  Stanley's  appointment  to  the  chair  of  Mathe- 
matics, the  Freshmen  studied  Day's  Algebra  and  Play- 
fair's  Euclid.  In  the  Sophomore  year  Euclid  was 
finished  and  Solid  Geometry,  Plane  and  Spherical 
Trigonometry,  Logarithms,  Mensuration,  Conic  Sec- 
tions, Surveying,  and  Navigation  were  taken  up.  In 
the  Junior  year  Astronomy  was  required,  and  Fluxions 
(the  Calculus)  was  offered  as  an  optional. 

These  studies  are  largely  what  are  given  to-day.  The 
reason  why  so  little  change  has  been  necessary  is  to  be 
found  in  the  fact  that  Mathematics  is  not  only  one  of 
the  oldest  sciences,  but  also  the  most  exact.  Geometry 
received  from  the  Greeks  a  form  so  perfect  that  later 
generations  can  add  but  little.  The  Elements  of  Euclid 
and  the  Conies  of  Apollonius  of  Perga  still  enjoy  the 
admiration  they  excited  twenty  centuries  ago.  And  this 
is  true,  though  to  a  less  degree,  of  the  other  branches 
of  Mathematics,  —  Algebra,  Trigonometry,  Analytical 
Geometry,  and  the  Calculus,  the  youngest  of  which  was 
venerable  before  many  of  the  sciences  which  crowd  our 
college  curriculum  of  to-day  were  born. 

But,  even  under  these  circumstances,  changes  have 
been  taking  place  in  undergraduate  instruction  in  Mathe- 
matics. Perhaps  the  most  radical  has  been  the  intro- 
duction of  the  Calculus  into  the  Sophomore  year.  To 
effect  this,  the  courses  of  study  in  this  year  were  divided 
into  two  parts.     The  first  is  the  traditional  course    in 


368  YALE. 

Mensuration,  Surveying,  and  Navigation,  under  the 
charge  of  Professors  Richards  and  Beebe.  The  second, 
under  Professor  PhilHps,  embraces  Graphic  Algebra, 
Analytical  Geometry,  and  the  Calculus.  The  advantages 
derived  from  this  radical  change  are  obvious.  Students 
who  wish  to  make  an  extended  study  of  Mathematics  or 
Physics  and  Astronomy,  will  reach  the  Junior  and  Senior 
years  prepared  for  much  more  advanced  work  than 
hitherto.  For  these  students  advanced  courses  are  now 
offered  in  Algebra  and  Analytical  Geometry,  Higher 
Analysis  and  Higher  Geometry,  the  last  two  being  really 
graduate  courses.  In  addition  a  course  of  much  more 
advanced  character  than  ever  before  is  given  in  the 
Differential  and  Integral  Calculus. 

The  instruction  in  Mathematics  in  the  Graduate 
School  is  as  radical  and  as  extensive  as  in  any  of  the 
other  departments.  In  the  first  announcement  in  1847 
of  the  courses  in  the  newly  founded  Graduate  School, 
or,  as  it  was  then  called,  the  Department  of  Philosophy 
and  the  Arts,  the  only  course  in  Mathematics  was  one 
offered  by  Professor  Stanley  on  the  Calculus  and  Ana- 
lytical Mechanics.  On  Professor  Stanley's  death.  Pro- 
fessor Newton  offered  for  a  number  of  years  "  such 
branches  of  higher  mathematics  "  as  might  be  "  agreed 
upon  with  the  student."  In  i860  the  lectures  were 
divided  into  three  sections,  of  which  Mathematics  and 
Physics  formed  one.  Professor  Newton  had  charge  of 
the  Mathematics,  and  his  courses  were  announced  briefly 
as  "  Pure  and  Mixed  Mathematics."  Professor  Loomis 
had  charge  of  Astronomy. 

The  year  1871  is  memorable  in  the  annals  of  this 
Department,  as  it  marks  the  entrance  of  Professor  Gibbs 
into  the  school  as  Professor  of  Mathematical  Physics. 


Andrew  W.  Phillii's, 

Professor  of  Mathematics  and  Dean  of  the 
Graduate  School. 

William  Beebe, 

I'rofessor  of  Mathematics  and  Instructor 

in  Astronomy. 


J.    WlLLAlU)    GiBKS, 
Professor  of  J/athonatical  physics. 

John  E.  Clark, 

James  E.   English  Professor  of 

Mathematics. 


MATHEMATICS.  369 

He  offered  the  Theory  of  Wave  Motion,  Capillarity,  and 
the  Potential  Function.  The  number  of  courses  offered 
by  him  soon  grew,  and  they  now  form  a  stately  series 
of  lectures  covering  nearly  the  whole  range  of  Mathe- 
matical Physics,  an  object  of  just  pride  to  all  the  friends 
of  Yale. 

In  the  same  year  Professor  Newton  offered  the  Cal- 
culus, Statics,  Dynamics  of  a  Particle,  Lunar  and 
Planetary  Theories,  and  Higher  Geometry,  These  re- 
mained, with  an  occasional  change  to  courses  on  shoot- 
ing stars  and  meteors,  and  the  Calculus  of  Probabilities, 
the  subjects  he  taught  till  his  death.  In  1873  the  De- 
partment received  the  addition  of  Professor  Clark's  in- 
struction, who  began  to  lecture  regularly  on  Definite 
Integrals,  Differential  Equations,  Determinants,  Ana- 
lytical Mechanics,  Numerical  Approximations,  and  Least 
Squares. 

Since  then  the  Department  has  been  steadily  growing. 
In  1884  Professors  Beebe  and  Phillips  began  to  give 
graduate  instruction,  the  former  turning  his  attention  to 
Geodesy  and  Practical  Astronomy,  while  the  latter 
devoted  himself  to  Geometry,  Curve  Tracing,  and  Map 
Projection.  Professor  Phillips  inaugurated  a  movement 
at  Yale  which  has  been  so  successfully  carried  out  in 
Germany.  It  has  been  his  constant  effort,  by  the  con- 
struction of  geometrical  models  and  machines,  to  ren- 
der graphic  and  geometrically  intuitive  many  results  of 
advanced  geometry  and  the  theory  of  equations.  The 
collection  of  mathematical  models  and  machines  has 
gradually  grown  under  his  ceaseless  activity  to  be  one 
of  the  largest  in  the  country. 

Some  details  may  give  a  more  exact  notion  of  the 
field  covered  by  the  Department  in  the  last  few  years 

-4 


370  YALE. 

(1896-98).  Professor  Gibbs,  besides  his  lectures  in 
Mathematical  Physics  already  alluded  to,  gives  courses 
in  Vector  Analysis,  with  its  application  to  Geometry, 
Astronomy,  and  kindred  subjects,  and  an  advanced 
course  in  Multiple  Algebra,  which  embodies  for  the 
most  part  his  own  investigations  in  this  direction.  It  is 
deeply  to  be  regretted  that  this  author,  who  is  so 
widely  and  favorably  known  abroad  for  his  epoch- 
making  researches  in  Thermodynamics,  does  not  pub- 
lish an  account  of  his  ideas  and  methods  in  Multiple 
Algebra. 

Professor  Clark  lectures  at  present  on  Determinants, 
Theory  of  Equations,  and  Differential  Equations ;  Pro- 
fessor Phillips  on  Advanced  Calculus;  Professor  Barney 
on  Geodesy  and  Practical  Astronomy,  and  Professor 
Beebe  on  Comparison  of  Orbits  and  Practical  Astron- 
omy and  Surveying. 

Professor  Pierpont  devotes  himself  to  the  analytical 
side  of  pure  Mathematics,  and  has  given  courses  on 
Introduction  to  Higher  Analysis,  Substitution  Theory, 
Galois'  Theory  of  Algebraic  Equations,  Functional 
Theory  of  Real  and  Complex  Variables,  Elliptic  Func- 
tions, Linear  Differential  Equations,  Modular  Func- 
tions, Theory  of  Continuous  Groups,  and  Theory  of 
Numbers.  Finally,  Professor  Smith,  representing  Mod- 
ern Geometry,  has  given,  since  his  return  from  Europe 
in  1896,  Differential  Geometry,  Modern  Geometry  of 
the  Plane  and  of  Space,  Algebraic  Curves  and  Surfaces, 
and  the  Theory  of  Transformations  of  Space.  In  this 
latter  course  the  theory  of  Lie's  continuous  groups  play 
a  dominant  role. 

With  this  influx  of  new  and  thoroughly  modern 
courses,  a  change  in  the  method  of  teaching  has  been 


MATHEMATICS.  37 1 

made.  Instruction,  which  in  the  older  days  was  often 
hmited  to  directing  the  reading  of  the  students  and 
explaining  difficult  passages,  is  now  given  entirely  by 
formal  lectures.  The  seminary  method,  which  is  so 
efficacious  abroad  in  training  young  men  to  be  inde- 
pendent thinkers  and  investigators,  has  replaced  the 
old  custom  of  solving  ingeniously  devised  problems  of 
more  or  less  trivial  nature,  which  we  inherited  from 
England,  and  which  the  Mathematical  Tripos  still  un- 
fortunately fosters  there. 

In  close  connection  with  the  seminary  is  the  Mathe- 
matical Club,  founded  in  1877  by  Professor  Gibbs. 
This  is  one  of  the  prominent  features  of  mathematical 
life  at  Yale,  The  fortnightly  meetings,  held  in  the 
Sloane  Laboratory,  are  largely  attended,  and  the  number 
of  papers  to  be  presented  exceeds  the  limits  of  the 
time.  Two  series  of  papers  were,  among  others  of  mis- 
cellaneous character,  on  the  program  for  the  fall  of 
1898:  one  on  the  relation  between  our  intuitional  and 
analytical  notions  of  a  curve,  the  other  on  hypercom- 
plex  numbers,  of  which  the  well-known  quaternions  are 
a  type. 

An  important  factor  in  the  education  of  students 
of  mathematics  at  Yale  is  found  in  the  recently 
equipped  seminary  library  rooms.  Two  pleasant  and 
conveniently  situated  rooms  have  been  set  apart  for 
this  purpose,  and  friends  of  the  Department,  by  dona- 
tions of  money  and  books,  have  provided  a  well- 
equipped  and  thoroughly  modern  departmental  library. 
There  are  separate  drawers  and  shelves  for  the  books 
and  papers  of  the  students.  These  rooms  are  forming 
a  central  place  of  meeting  for  students  in  the  Depart- 
ment, and  everything  is  done  to  this  end,  in  the  belief 


372  YALE. 

that  the  daily  intercourse  of  students  among  themselves 
has  an  educational  value  of  great  importance. 

Yale  has  always  stood  for  an  educational  force;  its 
professors  have  not  only  done  their  part  to  advance 
science  by  original  contributions,  but  they  have  in  an 
unusual  degree  helped  to  make  science  accessible  by 
writing  excellent  text-books.  This  has  been  particularly 
true  in  Mathematics.  At  the  commencement  of  the 
century  Yale  had  taken  a  prominent  position  in  this 
respect.  The  mathematical  series  of  Professor  Day, 
afterwards  President  of  the  College,  had  a  widespread 
popularity.  The  series  prepared  by  Professor  Loomis 
numbered  fifteen  volumes,  and  embraced,  not  only  pure 
mathematics,  but  its  application  to  surveying,  naviga- 
tion, and  astronomy,  as  well  as  a  treatise  on  the  allied 
subjects  of  natural  philosophy  and  meteorology.  The 
records  show  that  over  one  million  copies  of  these 
books  have  been  sold.  This  fact  makes  comment  on 
their  value  superfluous.  The  tradition  so  early  estab- 
lished is  being  continued.  A  short  time  ago,  at  the 
request  of  Messrs.  Harper  and  Brothers,  Professor 
Phillips  undertook  to  prepare  a  new  series  of  text- 
books on  Algebra,  Geometry,  Trigonometry,  Analytical 
Geometry,  and  the  Calculus,  which  are  to  be  fully 
abreast  of  the  best  methods  and  advances  in  the 
science.  A  characteristic  feature  is  the  admirable 
photogravures  of  the  figures  of  Solid  Geometry,  made 
from  models  in  this  subject  belonging  to  the  Yale  col- 
lection. The  constant  efforts  of  Professor  Phillips, 
already  referred  to,  to  derive  all  possible  benefit  from 
our  geometrical  intuition  by  the  help  of  models,  is  thus 
bearing  fruit  in  a  new  and  broader  field. 


ENGINEERING.  373 

Engineering. 

The  history  and  character  of  the  Engineering  Depart- 
ment of  Yale  is  consistent  with  the  general  history  and 
character  of  the  Scientific  School,  of  which  it  is  an  im- 
portant part.  This  means  that  this  Department  of 
instruction  was  established  and  developed,  and  is  to- 
day maintained,  by  strong  men,  who  have,  from  the 
first,  held  their  standards  high  and  formed  their  in- 
struction on  the  principle  of  teaching  a  profession. 

Norton,  Lyman,  Trowbridge,  DuBois,  Hastings,  and 
Richards  —  these  are  the  names  of  the  men  who  have 
made  the  Department.  The  first  three  are  gone.  In 
1883  the  death  of  Prof.  William  Augustus  Norton 
closed  a  service  in  the  chair  of  Civil  Engineering  of 
more  than  forty  years,  and  ended  a  well-rounded  life 
of  seventy-three  years.  Professor  Norton's  energies 
and  abilities  were  lived  into  the  School ;  in  its  making 
he  played  a  large  part.  His  sweetness  and  strength  of 
character  were  lived  into  the  life  of  the  place — into 
the  characters  of  hundreds  who  came  and  went  at 
Yale. 

The  next  name,  that  of  Prof.  Chester  S.  Lyman,  is 
the  name  of  another  who  lived  for  the  School,  and  who 
also  gave  to  it  forty  years  of  the  most  loyal  service.  It 
was  in  1859  that  he  was  appointed  professor  of  Indus- 
trial Mechanics  and  Physics.  His  was  another  case 
where  the  personal  element  was  a  most  important  part 
of  the  instruction  for  those  in  his  courses,  and  his 
memory  in  the  School  answers  in  many  points  to  that 
of  Professor  Thacher  in  the  Academic  Department. 
The  increase  of  the  School  made  it  necessary  to  relieve 
him  of  some  of  his  duties,  and  in  1872  the  title  of  his 


374  YALE. 

chair  was  changed  to  Astronomy  and  Physics.  Until 
1884  Professor  Lyman  controlled  these  two  Depart- 
ments, but  in  that  year  retired  from  the  professorship 
of  Physics  on  account  of  his  impaired  health,  a  new 
chair  having  just  been  created  for  that  Department. 

Captain  William  P.  Trowbridge  was  called  to  Yale  in 
1870.  He  graduated  at  West  Point  at  the  head  of  his 
class,  and  for  a  number  of  years  was  in  charge  of  an 
important  section  of  the  United  States  Coast  Survey. 
When  called  to  Yale,  he  was  Vice-President  and 
Manager  of  the  Novelty  Iron  Works,  then  one  of  the 
three  great  engineering  works  of  the  country.  He 
served  in  Yale  until  1877,  when  he  resigned  to  accept  a 
professorship  at  Columbia.  At  Yale  he  was  the  first 
professor  of  Dynamical  (afterwards  known  as  Mechani- 
cal) Engineering.  After  leaving  Yale  he  served,  until 
his  death  in  1892,  at  the  head  of  the  Engineering  De- 
partment of  the  School  of  Mines  at  Columbia.  Pro- 
fessor Trowbridge  is  said  to  have  been  the  first  en- 
gineer to  suggest  the  idea  of  the  cantilever  bridge. 

Of  the  men  now  in  the  service  of  the  School,  Prof. 
A.  Jay  DuBois  came  to  Yale  in  1877  to  fill  the  vacancy 
in  the  Department  of  Dynamical  Engineering,  left 
vacant  by  Professor  Trowbridge's  withdrawal.  Pro- 
fessor DuBois  served  in  this  Department  until  1884, 
when  he  was  transferred  to  the  chair  of  Civil  Engineer- 
ing, which  had  been  left  vacant  by  the  death,  a  year 
before,  of  Professor  Norton.  The  chair  of  Mechanical 
Engineering  was  filled  at  that  time  by  the  appointment 
of  Charles  B.  Richards. 

Professor  DuBois  is  a  graduate  of  the  Scientific 
School  in  the  Class  of  '69.  He  took  the  degree  of 
Civil  Engineering  in  1870  and  the  degree  of  Ph.  D.  in 


c^  J 


o 

^ 

CQ 

ttl 

Q 

►< 

;> 

< 

p— ■ 

^ 

< 

% 

V 

'I, 

ENGINEERING.  375 

1873.  He  studied  mining  at  Freiburg  in  Saxony,  and 
from  1875  to  1877  was  professor  of  Civil  and  Mechani- 
cal Engineering  at  Lehigh.  His  work,  entitled  "  Stresses 
in  Framed  Structures,"  is  an  almost  universal  authority 
for  engineers  and  builders.  He  has  also  published 
an  extensive  work  on  "  Theoretical  Mechanics."  The 
many  translations,  made  by  Professor  DuBois,  of  for- 
eign works  on  engineering  subjects  have  furnished 
text-books  which  are  used  in  nearly  all  engineering 
schools. 

The  Civil  Engineering  Department  includes  at  the 
present  time  about  sixty  students.  To  the  staff  in  this 
Department  was  added,  in  1895,  Assistant  Professor 
Barney,  who  was  graduated  from  the  School  in  '79  and 
received  the  Civil  Engineering  degree  in  1885,  and  who 
has  had  much  outside  experience  in  western  railroads. 
John  C.  Tracy,  a  graduate  of  the  School  of  '90,  who 
received  his  civil  engineering  degree  in  1892,  is  also 
an  instructor  in  this  Department. 

The  head  of  the  Department  of  Mechanical  Engineer- 
ing, Prof  Charles  B.  Richards,  was  elected  at  the 
February  meeting  of  the  Corporation  in  1884.  The 
School,  in  making  this  selection,  filled  the  chair  with 
one  who  had  demonstrated  his  mastery  of  principle  and 
practice  in  the  conduct  of  large  industrial  undertakings. 
Mr.  Richards  was  connected  for  more  than  thirty  years 
with  some  of  the  largest  engineering  works  of  the 
country.  For  ten  years  he  was  superintending  engineer 
of  the  Colt  Works  at  Hartford;  and  from  1880  until 
the  time  of  his  call  to  Yale,  he  occupied  the  same 
position  in  the  Southwark  Foundry  and  Machine  Com- 
pany of  Philadelphia.  He  had  served  also  as  consult- 
ing engineer  in  the  construction  of  a  number  of  public 


376  YALE. 

buildings,  devoting  himself  particularly  to  the  problems 
of  warming  and  ventilation.  In  i860  he  made  a 
very  notable  improvement  in  the  steam  engine  in- 
dicator. His  invention  made  possible  further  investiga- 
tions, greatly  stimulating  the  study  of  the  steam  engine 
and  initiating  a  series  of  rapid  developments  in  its 
efficiency. 

Professor  Richards  served  as  one  of  the  United  States 
Commissioners  at  the  last  Paris  Exposition.  He  is 
one  of  the  revisers  of  the  Webster's  Dictionary,  and  has 
published  sundry  reports  and  monographs. 

At  the  present  time,  four  instructors,  all  graduates  of 
the  Scientific  School,  assist  Professor  Richards.  They 
are  William  Wallace  Nichols,  M.  E.,  Edwin  H.  Lock- 
wood,  M.  E.,  George  P.  Starkweather,  M.  E.,  Ph.D., 
and  William  C  Marshall,  M.  E.  Mr.  Starkweather  is 
principally  occupied  with  the  Mathematics  of  the  De- 
partment. Mr.  Nichols  has  had  seven  or  eight  years 
of  practical  experience,  and  Messrs.  Lockwood  and 
Marshall  have  both  also  had  experience  outside. 

The  Department  of  Electrical  Engineering  is  under 
Prof.  Charles  S.  Hastings,  a  graduate  of  the  Scien- 
tific School  in  1870.  He  received  his  doctor's  degree 
from  Yale  in  1873,  went  abroad  for  study  in  Germany 
and  France,  and  returned  in  1875  to  accept  a  position 
of  Associate  in  Physics  in  Johns  Hopkins  University, 
where  he  was  made  Associate  Professor  of  Physics  in 
1882.  He  came  to  Yale  in  1884.  Something  further 
of  Professor  Hastings'  record  has  been  given  in  the 
chapter  on  Natural  Science.  He  is  assisted  in  the 
Electrical  Engineering  work  by  Dr.  Henry  A.  Bum- 
stead,  who  graduated  at  Johns  Hopkins  in  1891  and 
received  the  doctor's  degree  from  Yale  in  1897. 


ENGINEERING.  377 

As  has  already  been  implied,  the  system  of  instruc- 
tion in  the  Engineering  Department  has  been  developed 
on  the  plan  of  thoroughly  grounding  the  student  in  the 
sciences  on  which  engineering  as  a  profession  is  based. 
This  plan  opposes  any  undue  expansion  towards  in- 
struction in  the  practice  of  the  various  handicrafts 
with  which  the  engineer  is  brought  into  contact  after 
entering  upon  his  professional  work. 

This  does  not  mean  that  the  instruction  is  in  pure 
theory,  without  that  knowledge  of  the  practical  side 
which  makes  the  mastery  of  principle  of  value.  The 
civil  engineering  student  is  very  carefully  taught  the 
'use  of  the  instruments  in  field  work  and  road  location, 
and  in  the  designing  of  structures.  In  the  Mechanical 
Engineering  and  the  Electrical  Engineering  Depart- 
ments very  careful  attention  is  given  to  machine  drawing 
and  design,  and  to  practice  in  experimental  processes 
and  investigations,  through  the  use  of  machinery  and 
arpparatus  in  the  engineering  laboratories.  In  these 
respects  the  courses  have  been  greatly  improved  and 
largely  developed  in  late  years.  The  generous  gift  of 
the  late  Mrs.  Winchester  made  a  peculiarly  valuable 
addition  to  the  laboratory  facilities,  Winchester  Hall 
containing  an  instructive  collection  of  machines  and 
apparatus. 

The  libraries  of  the  Engineering  Department  are  lib- 
erally supplied  with  cur-ent  periodicals,  and  with  many 
series  of  bound  volumes  of  great  value.  Resides  this, 
the  Engineers'  Club  of  the  School,  which  is  an  active  or- 
ganization, gives  an  opportunity  to  both  graduate  and 
undergraduate  students  of  listening  to  lectures  on  techni- 
cal subjects  by  professional  experts  from  different  parts  of 
the  country,  who  represent  a  great  variety  of  industries. 


378  YALE. 

The  relative  numerical  importance  of  the  Engineering 
Department  may  be  estimated  from  the  fact  that  the 
courses  contain  only  a  little  less  than  one  half  of  all  the 
students  in  the  Junior  and  Senior  classes  of  the  Scien- 
tific School. 

Astronomy. 

In  Astronomy  at  Yale,  emphasis  has  been  laid  on 
investigation  and  practical  work.  The  teaching  of  it, 
however,  has  not  by  any  means  been  neglected.  As  far 
back  as  i825,Denison  Olmsted,  later  professor  of  Mathe- 
matics and  Natural  Philosophy,  taught  Astronomy.  At 
the  time  of  the  great  meteoric  shower  of  1833,  Pro- 
fessor Olmsted  of  Yale  and  Professor  Twining,  a  Yale 
alumnus,  were  the  first  to  recognize  the  significance  of 
the  radiant  point  as  showing  meteors  to  be  not  terres- 
trial or  atmospheric,  but  truly  cosmical  bodies,  travel- 
ling in  swarms  about  the  sun.  This  suggested  what 
has  since  been  confirmed,  namely,  the  close  connection 
between  comets  and  meteors.  Later,  Professor  Her- 
rick  of  Yale  was  the  first  to  notice  the  disintegration  of 
Biela's  Comet  in  1846,  a  discovery  which  went  a  long 
way  toward  confirming  the  theory  of  Olmsted  and 
Twining. 

Then  Prof.  H.  A.  Newton  took  up  the  subject  in 
i860.  His  investigations  led  to  the  discovery  of  the 
thirty-three  year  period  for  star  showers,  radiating  like 
the  shower  of  1833  from  the  constellation  Leo.  He  pre- 
dicted that  there  would  be  another  display  in  1866  or 
1867,  a  prediction  which  was  grandly  realized.  Professor 
Newton's  contributions  to  the  study  of  comets  and 
meteors,  particularly  the  latter,  formed  an  epoch  in 
the    history    of  the    advance    of  astronomical    science. 


The  Late  Hubert  A.  Newton 
Professor  of  Mathematics 


ASTRONOMY. 


379 


In  1874,  Professor  Lyman  of  Yale  added  another  valu- 
able contribution  to  the  science  by  discovering  the 
luminous  ring  encircling  the  planet  Venus  at  the  time 
of  a  transit. 

In  1858,  Mrs.  Cornelia  L.  Hillhouse  gave  Yale  a  tract 
of  land  on  Prospect  Hill  for  an  astronomical  observatory. 
In  1870,  Oliver  F.  Winchester  deeded  to  the  College 
twenty  acres  of  land  adjoining  this  as  an  endowment 
for  the  Observatory.  The  present  building  was  erected 
in  1882,  largely  through  the  energy  of  Professor  Newton, 
who  was  made  the  first  director,  and  who  served  as  act- 
ing director  until  a  short  time  before  his  death,  which 
occurred  in  1896.  One  of  Professor  Newton's  last  acts 
for  the  Observatory  was  to  procure  the  appointment, 
as  Director,  in  1896,  of  Dr.  Elkin,  the  Astronomer  of 
the  Observatory.  Mr.  Robert  F.  Brown,  Yale,  '57,  has 
held  the  position  of  secretary  since  the  erection  of  the 
present  building  in  1882. 

It  was  the  Yale  idea  at  the  outset,  and  a  character- 
istic one,  to  provide  herself  with  an  equipment  which 
would  enable  her  to  do  better  work  along  certain  lines 
than  could  be  done  elsewhere  in  America.  Accordingly 
there  was  ordered  of  the  Repsolds  of  Hamburg  a  new 
heliometer,  which  should  be  the  finest  and  most  im- 
proved instrument  of  its  kind  that  had  up  to  that  time 
been  produced. 

Two  years  later,  that  is,  in  1884,  Dr.  W.  L.  Elkin,  who 
received  his  doctorate  at  Strassburg  in  1880,  was  called 
from  the  Royal  Observatory  of  the  Cape  of  Good  Hope 
to  the  Yale  Observatory.  Under  his  able  direction  the 
Observatory  has  performed  some  of  the  most  refined 
work  in  parallax  and  proper  motion  that  has  yet  been 
executed.     The  larger  problems,  that  have  been  com- 


38o  YALE. 

pleted  and  are  now  in  print  in  the  volumes  of  Transac- 
tions of  Yale  University  Observatory,  include  the  fol- 
lowing: A  Triangulation  of  the  Principal  Stars  in  the 
Group  of  the  Pleiades,  by  Dr.  W.  L.  Elkin;  the  Orbit 
of  Titan  and  Mass  of  Saturn,  by  Dr.  Asaph  Hall,  Jr., 
formerly  assistant  astronomer  of  Yale  ;  A  Triangulation 
of  the  Principal  Stars  about  the  North  Pole,  by  Dr. 
Elkin;  the  Orbit  of  Mitchell's  Comet,  by  Dr.  Margaretta 
Palmer,  the  paper  being  her  thesis  for  a  doctor's  degree, 
one  of  the  first  to  be  given  to  a  woman  by  Yale  ;  A  Trian- 
gulation of  the  Principal  Stars  in  the  Coma  Berenices 
Cluster,  by  Dr.  F.  L.  Chase.  Dr.  Chase  graduated  at 
the  University  of  Colorado  in  1886,  received  the  doctor's 
degree  at  Yale  in  1891,  and  has  been  connected  with 
the  Observatory  since  1890.  A  considerable  number 
of  short  papers  have  been  published  from  the  Observa- 
tory in  the  Astronomical  Journals.  Dr.  Elkin  has  also 
completed,  from  a  very  extended  series  of  observations, 
a  determination  of  the  parallax  of  the  ten  first-magnitude 
stars  in  the  northern  celestial  hemisphere.  The  work 
is    largely    through  the  press. 

The  Observatory  took  an  important  part  in  the  recent 
elaborate  determination  of  the  solar  parallax,  from  ob- 
servations of  three  of  the  minor  planets.  The  work  on 
this  was  in  co-operation  with  the  Royal  Observatory 
at  the  Cape  of  Good  Hope  and  with  several  of  the 
foremost  German  observatories.  Since  1892,  both  Dr. 
Elkin  and  Dr.  Chase  have  been  engaged  upon  an 
investigation  of  the  parallaxes  of  a  number  of  stars 
which  have  the  largest  proper  motions,  with  the  hope 
of  finding  among  them  some  comparatively  near 
neighbors  of  the  solar  system.  Dr.  Elkin  has  ob- 
served   thirteen   of  these  stars  and   Dr.  Chase  eighty- 


Yale  Observatory. 


William  L.  Elkix, 
Director  of  the  Observatory. 


Fredektck  I..  Chase. 
A  ssisiant  A  stronomer. 


ASTRONOMY.  381 

five  of  them.  Over  four  thousand  observations  have 
been  made,  and  the  work  of  observation  and  discussion 
is  well  under  way. 

In  addition  to  investigations  with  the  heliometer,  the 
Observatory  has  been  the  first  to  take  ujd  systematically 
the  photography  of  meteors.  It  has  for  this  purpose 
an  instrument  of  unique  design,  carrying  eight  cameras, 
the  lenses  being  of  six  to  eight  inches  in  diameter,  and 
directed  to  slightly  different  regions  of  the  sky  and 
with  an  area  of  about  twenty  degrees  square.  All  are 
carried  by  a  single  driving  clock.  Very  recently  a 
somewhat  smaller  instrument  of  similar  design  was 
constructed.  This  carries  four  cameras,  and  is  mounted 
in  a  small  new  building  in  Hamden,  about  two  and  a 
half  miles  distant  from  the  Observatory.  The  use  of 
these  two  instruments,  at  different  stations,  makes  it 
possible  to  ascertain  the  parallax  of  the  meteors 
photographed. 

The  Observatory  has  a  very  good  eight-inch  Grubb 
equatorial  and  a  transit  instrument.  It  has  for  a  num- 
ber of  years  maintained  a  time  service,  furnishing  accu- 
rate time  to  the  New  York,  New  Haven  &  Hartford  R.  R. 
and  to  the  Standard  Electric  Time  Co. 

One  of  the  best  illustrations  of  the  quality  of  the 
photographic  work  done  at  this  Observatory,  was  the 
discovery,  by  the  examination  of  the  plates  made  of 
the  meteoric  shower  of  November,  1898,  of  the  Chase 
comet,  so  called  from  the  name  of  the  assistant  astrono- 
mer of  Yale,  whose  eye  first  caught  it.  The  comet  was 
so  far  distant  as  to  be  very  difficult  of  observation  by 
the  strongest  glass. 

Besides  this,  the  Academic  and  Scientific  Departments 
each   possess    a   good  telescope    for  class-room  work. 


382  YALE. 

The  work  of  teaching,  it  should  be  recorded,  was 
carried  on  after  Professor  Ohnsted's  death  by  Prof. 
FA'ias  Loomis,  who  served  from  i860  till  the  time  of  his 
death  in  1889.  Professor  Loomis  directed  by  his  will 
that  his  entire  fortune  of  ^300,000  should  ultimately 
be  used  for  the  support  of  the  Observatory.  It  is  held 
in  trust  by  the  University,  and  the  income  from  one 
third  of  it  is  now  available. 

Elementary  elective  courses  in  Astronomy  are  now 
offered  in  the  Academic  Department  by  Professor  Beebe 
and  in  the  Scientific  School  by  Dr.  Chase,  while  a  course 
in  determination  of  latitude,  particularly  designed  for 
civil  engineers,  is  given  by  Professor  Barney. 

And  here,  as  in  other  fields,  Yale  has  the  advan- 
tage of  very  scholarly  investigations  by  Prof.  J.  Willard 
Gibbs.  His  work  for  Astronomy  has  been  principally 
in  improved  methods  of  computation  of  orbits,  the 
theory  of  perturbations,   and  kindred  subjects. 

Thus  it  will  be  seen  that  in  this  Department,  in  which 
the  work  has  been  very  quietly  carried  on,  Yale  has 
done  and  is  doing  work  of  no  mean  order.  And  as  her 
Observatory  comes  into  possession  of  several  bequests 
which  have  been  made,  still  further  expansion  may  be 
expected. 


CHAPTER    XIX. 

THE   LIBRARY. 

YALE  poverties  have  been  exploited  so  frequently 
and  with  such  moving  eloquence,  that  a  part  of 
the  public,  at  least,  is  sometimes  sceptical  as  to  the  con- 
dition of  the  petitioner.  It  will  probably  be  always  a 
puzzle  why  the  receipt  of  more  moneys  means  that  still 
more  moneys  are  wanted.  But  Yale  ambitions  and 
actual  needs  grow  with  every  increase  of  possession. 
The  more  good  things  the  present  shows,  so  much  the 
more  is  it  right  to  expect  the  future  to  give,  in  order 
that  that  already  in  hand  may  be  the  more  effective. 

In  1896  Yale's  friends  began  to  take  counsel  with 
themselves,  —  not  always  quietly,  —  as  to  the  resources 
of  the  Library.  It  was,  of  course,  assumed  that  they 
were  not  at  all  what  they  should  be,  and  the  case  proved 
to  be  a  more  than  ordinary  illustration  of  Yale  need. 
Following  in  the  wake  of  an  intelligent  and  serious  dis- 
cussion of  the  problem,  came  an  act  of  the  Corporation 
laying  aside  for  the  uses  of  the  Library  a  very  generous 
bequest  from  the  estate  of  a  very  generous  Yale  bene- 
factor, the  late  Thomas  C.  Sloane,  Yale  '68.  This  sum, 
netting  ^190,000,  following  a  number  of  other  smaller 
contributions,  makes  the  present  funds  for  the  mainte- 
nance and  development  of  the  Library  something  over 
$300,000.  The  friends  of  the  Library  want  as  much 
more  or  twice  as  much  more,  and  it  should  really  come 
to  them  soon.    But  the  danger  point  has  been  passed,  and 


384  YALE. 

assurance  is  given  that  the  collection  of  books,  gathered 
with  rare  discretion  and  discrimination,  shall  not  lose  any 
of  its  value  by  the  insufficiency  of  present  resources.  The 
careful  work  of  the  past  may  now  be  carried  out  and 
developments  on  new  lines  are  possible. 

The  point  was  freely  emphasized  in  the  discussion, 
that  the  Library  was  the  heart  of  the  University,  —  a 
truism  which  cannot  be  too  often  repeated.  In  other 
chapters  some  directions  are  mentioned  in  v/hich  this 
great  central  organ  of  university  life  is  able  to  dis- 
charge its  functions  particularly  well.  Only  a  few 
special  points  will  be  here  taken  up  to  suggest  the 
value  of  its  general  contents. 

The  University  Library  is  divided  into  two  depart- 
ments. The  smaller  of  these  was  formed  by  the  libra- 
ries of  the  Linonia  and  Brothers  Societies,  which  were 
made  a  part  of  the  University  Library  in  1871.  These 
Society  collections  form  a  library  of  general  literature, 
as  opposed  to  a  library  of  research ;  a  library  for  circu- 
lation, rather  than  for  reference.  It  is  naturally  strong 
in  modern  English  literature,  including  fiction,  and  in 
periodical  literature.  It  is  a  custom  of  the  University 
Library  to  keep  the  collection  of  books  in  this  depart- 
ment at  about  twenty-five  thousand.  When  they  in- 
crease much  beyond  the  latter  point,  the  older  volumes, 
which  have  ceased  to  circulate  generally,  are  transferred 
to  the  shelves  of  the  University  Library  proper. 

Including  this  collection,  the  University  Library  con- 
tained in  1898  about  265,000  volumes.  This  does  not 
take  account  of  the  libraries  of  the  schools  and  depart- 
ments, which  would  add  25,000  more  volumes,  making 
290,000  in  all. 

Of  the  various  special  collections  in  the  Yale  Library, 


THE   LIBRARY.  385 

which  are  of  peculiar  value,  the  one  whicli  is  to  be  first 
mentioned  bears  tlie  name  of  one  of  the  Library's  most 
generous  friends.  It  is  the  Salisbury  Collection  of 
Oriental  Languages  and  Literature.  It  has  4,500  vol- 
umes, containing  sets  of  the  leading  Oriental  journals 
and  large  works  on  Egypt  by  Champollion,  Rossellini, 
and  Lepsius.  It  has  also  a  large  collection  of  Ara- 
bic and  Sanskrit  texts  and  about  100  Arabic  manuscripts. 
Besides  these  there  is  a  special  collection  of  Chinese 
Literature,  of  about  3,500  volumes,  from  the  Honorable 
Yung  Wing,  Mr.  F.  W.  Williams,  Yale  '79,  and  Mr.  F. 
E.  Woodruff,  Yale  '64.  This  collection  includes  a  full 
set  of  the  dynastic  histories  of  China  in  217  volumes. 
There  is  also  a  special  collection  of  Japanese  Literature 
of  4,500  volumes,  the  gift  of  Prof.  O.  C.  Marsh,  Yale  '60, 
and  Mr.  F.  W.  Stevens,  Yale  '58. 

In  the  department  of  Congregational  History  and 
Polity  and  the  History  of  the  Pilgrims,  the  Library  is 
immensely  strengthened  by  the  Dexter  Collection  of 
1,850  volumes,  the  gift  of  the  Rev.  Dr.  H.  M.  Dexter, 
Yale  '40.  Dr.  Dexter  was  in  a  peculiarly  good  position 
for  gathering  this  collection,  and  spent  a  great  deal  of 
money  upon  it.  Many  of  these  books  are  beyond 
price  to-day. 

A  friend  of  Yale,  whose  name  has  never  been  given, 
has  added  very  greatly  to  the  strength  of  the  Library  in 
Russian  Literature  by  a  collection  of  7,000  volumes, 
including  periodicals  and  society  publications,  and 
covering  literature,  history,  geography,  language,  and 
bibliography. 

The  Riant  Library  was  recently  acquired  through  the 
generosity  of  Mrs.  Henry  Farnam.  It  is  made  up  of 
some  5,000  volumes,  relating  to  Scandinavia,  and  is  a 

25 


386  YALE. 

collection  not  equalled  in  this  country.  Besides  the 
books,  there  are  theses  by  Scandinavian  students  to  the 
number  of  not  less  than   15,000. 

In  the  department  of  the  Drama,  the  Library  has 
made  particular  efforts,  and  not  without  considerable 
success.  The  collection  of  English  plays  is  particularly 
good.  In  French  Drama  it  has  the  collection  once  pos- 
sessed by  Charles  Reade,  containing  nearly  6,000  differ- 
ent plays.  These  were  all  separately  published,  and  are 
outside  of  the  works  of  the  great  French  dramatists, 
which  would  naturally  be  on  the  shelves  of  any  com- 
plete library. 

The  Yale  Library  is  rich  in  its  collections  of  the  pub- 
lications of  learned  societies  and  scientific  journals.  A 
good  deal  of  work  has  also  been  done  in  gathering  the 
English  periodicals,  particularly  those  of  the  last  cen- 
tury, of  which  there  are  something  like  two  hundred 
sets  in  the  Library.  Probably  nine  tenths  of  the  English 
periodicals  mentioned  in  Poole's  Index  are  also  to  be 
found  on  the  Yale  shelves.  In  American  History  and 
American  Genealogy  also,  the  Library  contains  collec- 
tions of  rather  unusual  completeness  and  value.  They 
include  the  United  States  Congressional  documents 
complete  since  1825,  as  well  as  a  great  many  before  that 
time.  In  the  department  of  Meteorology  the  library  of 
the  late  Professor  Loomis  makes  an  important  feature. 

And  going  outside  of  the  Library  proper,  two  collec- 
tions of  the  Divinity  School  would  be  especially  worthy 
of  mention,  —  the  Lowell  Mason  Library,  devoted  to 
music,  and  the  Foreign  Missions  Library,  which  is  of 
unusual  completeness. 

The  Library  now  increases  annually  about  seven  or 
eight    thousand    volumes,    though    special    acquisitions 


THE   LIBRARY.  387 

often  swell  this  total  very  materially.  Such  an  increase 
is  equal  in  number  to  all  the  books  that  came  to  Yale  in 
the  first  one  hundred  and  twenty-five  years  of  her  life. 
In  1743  the  number  of  volumes  in  the  Library  was 
2,600.  Twelve  years  later  it  had  reached  3,000.  In 
1766  the  total  was  4,000,  but  in  1791  it  had  dropped 
back  to  2,700.  The  Library  was  removed  to  the  central 
part  of  the  State  during  the  Revolution  for  greater 
safety,  and  a  great  many  of  the  volumes  did  not  find 
their  way  back.  The  totals  at  certain  points  in  the 
present  century  are  as  follows:  1808,  4,700;  1823, 
6,500;  1835,  10,000;  1850,  21,000;  i860,  35,000; 
1870,  55,000;  1880,  120,000;  1890,  180,000;  1898, 
265,000. 

The  present  Librarian  of  Yale,  Mr.  Addison  Van 
Name,  has  served  since  1865,  or  during  the  period  when 
its  Library  increased  from  about  40,000  volumes  to  its 
present  size.  Prof.  Franklin  B.  Dexter  has  been 
Assistant  Librarian  since  1869,  and  Mr.  J.  Sumner 
Smith  has  served  in  a  similar  capacity  since  1876. 
Until  1894,  when  Mr.  Borden  took  up  that  particular 
work,  Mr.  Smith  devoted  himself  mainly  to  the  care  of 
the  Linonia  and  Brothers  Library. 

For  a  great  many  years  the  Library's  income  was 
chiefly  furnished  by  the  frequent  gifts  of  comparatively 
small  amounts  from  the  constant  friends  of  Yale.  Since 
1833  gifts  of  ^5,000  or  more  for  the  permanent  funds 
have  been  received  as  follows :  In  1833,  Mr.  John  T. 
Norton,  ^5,000;  1836,  Dr.  Alfred  E.Perkins,  ;^io,ooo; 
1849,  Addin  Lewis,  ^5,000;  iSGy-yd,  Dr.  Jared  Linsly, 
$5,000;  1877,  Mrs.  William  A.  Larned,  ;^5, 000;  1890, 
Hon.  James  E.  English,  ;^io,ooo;  1890,  Mr.  Geo. 
Gabriel,   ^10,000;    1892,  Mr.  Henry  W.  Scott,  ;^5,ooo; 


388  YALE. 

1893,  Mrs.  Azariah  Eldridgc,  ^15,000;  1895,  Prof. 
Henry  W.  Farnam,  ;^io,0(X»;  1895,  Mr.  M.  C.  D.  Borden, 
$6,000.  These  and  many  other  gifts  of  less  amounts, 
together  with  the  Sloane  fund,  made  the  total  perma- 
nent funds  of  the  Library  in  the  fall  of  1898,  $306,000. 


CHAPTER  XX. 

MONEYS  AND  BUILDINGS. 

THESE  developments,  touched  on  in  the  pages  that 
have  preceded,  have  meant  the  income  and 
outlay  of  great  funds.  In  1896,  President  Dvvight,  re- 
viewing in  a  Commencement  address  the  record  of  a 
decade,  told  of  gifts  in  that  time  of  four  millions  of 
dollars,  and  a  doubling  of  the  invested  funds  of  the 
University.  Those  funds  in  1886  were  estimated  at 
two  millions  of  dollars.  The  reports  of  Mr.  Farnam, 
the  treasurer,  for  the  two  years  following  1896,  have 
shown  an  increase  of  nearly  half  a  million  dollars 
in  the  funds.  In  these  figures  is  included  no  part  of 
the  Lampson  bequest,  which  has  been  estimated  at 
upwards  of  four  hundred  thousand  dollars  and  which, 
despite  litigation  and  long  and  laborious  processes  of 
settlement,  seems  sure  to  come  in  full  to  the  Univer- 
sity Treasury.  Not  only  have  very  generous  gifts  been 
received  by  Yale  in  this  time,  but  the  funds  of  the  Uni- 
versity, it  is  universally  admitted,  have  been  handled 
by  the  Treasury  with  discretion  and  success.  President 
Dwight,  early  in  his  administration,  had  practically  the 
entire  responsibility  for  this  matter,  the  treasurership 
having  been  left  vacant  by  the  sudden  death,  in  De- 
cember, 1886,  of  Mr.  Henry  C.  Kingsley,  who  had 
served  for  nearly  twenty-five  years.-  In  1888,  however, 
the  care  of  the  funds  was  again  assumed  by  an  officer 
appointed  for  that  purpose,  Mr.  W.  W.  Farnam,  Yale 


390  YALE. 

'66,  the  present  University  treasurer,  taking  his  position 
at  that  time.  The  maturing  of  bonds  of  a  high  rate 
of  interest  is  one  of  the  unpleasant  features  of  the  pres- 
ent financial  condition  of  Yale  —  and  indeed  of  many 
other  educational  institutions.  This  University  has  also, 
in  recent  years,  been  seriously  threatened  by  the  town, 
in  tax  suits,  and  by  the  legislature  in  hostile  acts.  The 
defence  has  been  successful,  but  legal  processes  are 
costly. 

The  statistics  printed  in  another  part  of  this  volume 
tell  the  particulars  of  the  special  generosities  of  Yale's 
friends  in  recent  times  —  as  well  as  in  ancient  times.  It 
has  been  possible  to  give,  in  the  chapters  that  precede, 
but  a  passing  reference  to  the  increase  of  the  Univer- 
sity's equipment  in  the  past  twelve  years,  which  has 
included  the  addition  of  fifteen  new  buildings  (whose 
erection  is  also  recorded  in  the  abridged  histories  of 
the  different  departments  of  Yale),  and  the  substantial 
enlargement  of  several  others. 

But  what  is  being  done  in  the  way  of  Yale  education 
in  these  new  quarters  of  the  University  has  been  at 
least  suggested,  except  in  the  case  of  the  work  in  the 
new  Gymnasium,  which  should  have  a  chapter  of  its 
own.  The  careful  and  systematic  and  scientific  care 
which  is  here  put  on  the  undergraduates  of  Yale,  by 
way  of  examination  and  direction  in  proper  physical 
training,  makes  an  important  part  of  a  scheme  which 
contemplates  a  sound  mind  in  a  sound  body. 

But  if  mention  is  made  of  new  buildings,  the  writer 
cannot  forbear  to  speak  of  old  buildings. 

An  English  university  man  of  letters  and  distinction, 
visiting  New  Haven  a  few  years  ago  and  wandering 
about   the    college    buildings,   asked   the    most   of  his 


MONEYS   AND    BUILDINGS.  391 

questions  and  spent  most  of  his  time  before  old  South 
Middle.  Indeed,  it  was  the  only  bit  of  Yale  architecture 
which  seemed  to  arouse  in  him  any  great  interest.  He 
admired  much  in  the  material  equipment  which  the  last 
fifteen  years  have  brought,  and  doubtless  wondered  at  it 
all,  and  counted  it  a  typical  American  development.  But 
the  point  which  really  touched  his  spirit,  as  a  man  who 
came  from  a  university  with  a  past  of  glorious  centuries, 
was  this  simple  monument  of  the  earliest  days  of  Yale,  of 
which  any  such  record  in  brick  and  mortar  remains.  At 
home,  he  would  have  counted  it  a  young  enough  build- 
ing, almost  an  upstart  in  the  college  group ;  but  he 
realized  its  relative  character,  and  seemed  for  the  first 
time  impressed  with  the  personality  of  the  institution,  as 
he  stood  under  the  shadow  of  this  dormitory. 

Yale  had  been  fifty  years  established  when  this  was 
constructed ;  but  for  all  this.  South  Middle's  history 
reached  back  to  the  early  days  of  Yale,  and  the  view  of 
it  brought  in  upon  him,  as  it  has  upon  a  hundred  others 
who  have  thoughtfully  gone  through  the  unkempt  cam- 
pus, the  fact  that  the  history  of  New  Haven's  college  is 
woven  in  with  almost  the  earliest  history  of  its  country; 
that  it  began  to  send  out  men  to  fill  their  parts  in  the 
new  world  when  the  great  republic  was  yet  to  be  born ; 
that  while  the  colonies  grew  and  fought  and  won,  and 
thereafter  through  all  the  wonderful  years  of  the  na- 
tion's life,  Yale's  sons  were  doing  their  work  in  that 
life ;  that  for  two  hundred  years  her  teachers  have  been 
here,  impressing  upon  the  civilization  of  a  young 
country  the  standards  of  a  high  education  in  things 
of  mind  and  spirit. 

I  do  not  know  whether  this  visitor  entered  South 
Middle.     He   would   have   been   interested   if  he   had ; 


392  YALE. 

though  I  would  not  be  sure  what  his  comments  might 
have  been.  He  must  needs,  had  he  entered,  have  found 
himself  in  the  Yale  Co-operative  store.  It  would  have 
been  not  a  little  of  a  shock  to  his  historical  remini- 
scences to  have  found  in  this  monument  of  the  past 
one  of  these  modern  academic  department  stores,  by 
which  the  students  of  great  colleges  supply  themselves 
with  almost  all  of  their  needs,  from  lead  pencils  to  spiked 
shoes.  It  is  an  interesting  institution,  and  were  the  space 
at  hand  we  would  like  to  describe  its  growth  from  very 
humble  beginnings  to  its  present  very  considerable  mer- 
cantile dimensions,  and  its  independent  command  of  a 
large  and  profitable  corner  of  the  New  Haven  market. 

What  a  rough  and  ready  way  Yale  has  of  using  her 
historical  relics,  not  to  mention  the  disposing  of  them ! 
This  instance  is  even  more  interesting  than  the  turning 
of  the  old  Gymnasium,  associated  with  the  triumphs  of 
scores  of  years  of  Yale's  athletic  life,  into  a  general  eat- 
ing house  or  commons,  where  that  which  sustains  the 
student's  inner  life  can  be  had  with  more  or  less  satis- 
faction for  $4.  a  week.  The  old  Gymnasium  was  not  so 
very  old,  and  it  is  a  good  deal  better  adapted  to  a  com- 
mons than  it  ever  was  to  a  gymnasium.  South  Middle 
is  very  old  —  old  for  America.  To  hammer  it  to  pieces 
inside  to  make  clumsy  quarters  for  a  lively  commercial 
institution  does  not,  in  the  minds  of  a  great  many 
people,  suggest  an  attitude  which  is  very  promising  as 
to  the  future.  But  it  is  one  of  the  many  signs  of  the 
present  disposition  of  Yale  towards  the  visible  things 
of  the  past. 

It  is  one  of  the  points  around  which  a  very  lively  dis- 
cussion has  taken  place.  Those  who  believe  that  the 
past  of  an  institution  —  its  old  life,  and  achievements, 


MONEYS  AND   BUILDINGS.  393 

and  heroes  —  are  a  tangible  part  of  its  assets  as  an 
educator,  and  are  made  a  hundred-fold  more  accessible 
and  effective  when  they  are  represented  by  such  memor- 
ials as  South  Middle,  count  it  a  remarkable  waste  of  the 
resources  of  Yale  to  remove  it.  Harvard's  tender  care 
of  the  old  brick  structures  that  have  lived  through  her 
storied  past,  with  the  resultant  air  of  age  and  prestige 
which  their  presence  imparts  to  the  college  yard,  are 
adduced  as  an  evidence  of  the  folly  of  the  threatened 
course  of  Yale. 

One  of  the  most  effective  addresses  ever  made  at  an 
alumni  meeting,  was  that  of  Wallace  Bruce  in  1896, 
when,  speaking  for  the  alumni,  or  at  least,  he  said,  for 
the  Class  of  'G'j ,  he  offered  almost  any  price  in  money  or 
in  labor  to  save  South  Middle.  If  the  relentless  exigen- 
cies of  light  and  air,  or  the  demands  of  a  decently  ar- 
tistic treatment  of  the  quadrangle,  made  it  no  longer 
possible  that  South  Middle  should  stand,  the  alumni  of 
Yale  would  bear  it  tenderly,  brick  by  brick,  to  some 
other  point  on  the  soil  of  Yale,  and  there  rebuild  it. 
Alumni  Hall  answered  with  applause  that  shook  its 
walls. 

The  Bi-Centennial,  which  will  be  the  great  rallying 
time  for  all  the  sons  as  well  as  the  friends  of  Yale, 
ought  to  see,  if  we  may  be  pardoned  a  little  editorial 
writing,  a  substantial  agreement  among  those  who  man- 
age Yale  and  Yale's  friends,  as  to  just  what  relation  is  to 
be  held  between  the  past  and  the  present,  —  between  the 
development  of  Yale  University  and  the  preservation  of 
Yale  College,  materially,  socially,  and  spiritually.  South 
Middle  is  only  the  most  patent  illustration  of  the  whole 
problem.  The  University  must  grow,  as  a  tmivcrsity. 
The  work  of  research,  advancing  on  this  or  that  line  the 


394  YALE. 

world's  knowledge,  must  be  more  and  more  the  noble 
opportunity  of  Yale ;  but  shall  it  be  any  less  a  sacred 
trust  to  preserve  all  those  ways  and  means  of  the  older 
time,  which  made  Yale  College  a  close  community,  and 
the  social  progress  through  it  an  education  in  character? 
The  imposing  ceremonies  of  the  new  Commencement 
are  the  insignia  of  Yale  the  University,  The  ancient 
dormitory,  lifting  its  simple  brick  walls  close  to  the 
towers  of  Vanderbilt,  and  linking  the  old  and  new,  wit- 
nesses among  the  glories  of  the  present,  the  glory  of 
the  past,  which  may  still  be  the  glory  and  the  strength 
of  the  present,  —  the  simplicity  and  the  wholesomeness 
of  the  College  community,  the  Yale  democracy. 


APPENDICES. 


I. 

IN  the  tables  immediately  following,  the  main  points  of 
the  history  of  the  different  departments  of  the  Uni- 
versity are  given  in  condensed  form  in  chronological 
order.  In  disputed  dates,  we  have  tried  to  follow  the 
authority  of  Prof,  F,  B.  Dexter,  using  his  history  of  the 
University,  published  in  1886,  and  the  records  contained 
in  such  convenient  and  condensed  form  in  his  triennial 
catalogue.  The  reports  of  President  Dwight  have  fur- 
nished facts  for  the  history  of  the  last  administration. 

The  record  of  the  Professorship  of  Divinity,  a  chair 
which  has  always  included  the  care  of  the  College 
Church,  and  which  has  been  vacant  since  the  retirement 
of  Dr,  Barbour  in  1887,  is  placed  in  the  historical  table 
of  the  Divinity  School. 

Where  not  otherwise  stated,  the  date  of  the  erection 
of  a  building  means  the  date  when  its  erection  was 
begun. 

YALE  COLLEGE. 

1597.    Rev.  John   Davenport,   the   originator  of   tlie  College 

scheme,  born  in  Coventry,  England, 
1647.    ^  tract  of  land  called  "  College  Land  "  was  set  apart  for 

the  purpose  of  a  collegiate  school,  and  a  house  (stand- 


396  APPENDICES. 

ing  where  the  New  Haven  House  now  stands),  was 

offered  to  the  authorities  for  use  in  this  connection. 
1655.    A  subscription  was  taken  up  amounting  to  ^^540  for  the 

purpose  of  a  collegiate  school. 
1657.    Fact  made  known  of  Governor  Eaton's  delivery  to  Mr. 

Davenport  of  books  for  college  use. 
1660.    Bequest  from  Governor  Hopkins. 

1700.  The  College  founded  as  a  collegiate  school.     Ten  of 

the  principal  ministers  were  selected  "  to  stand  as 
trustees  or  undertakers  to  found,  erect,  and  govern 
the  College."  These  Trustees  met  in  New  Haven  and 
formed  themselves  into  a  body,  and  to  their  next 
meeting,  in  this  or  the  following  year,  at  Branford, 
each  member  brought  books  which  he  presented  to 
the  body  for  the  foundation  of  a  college  in  the 
Colony. 

1 701.  October  16,  (probably)  a  college  charter  was  obtained 

from  the  legislature  and  an  annual  subsidy  of  £60 
granted  from  the  State  treasury.  On  November  1 1,  the 
first  meeting  of  the  trustees  at  Saybrook  was  held,  and 
Rev.  Abraham  Pierson  was  chosen  Rector,  students  to 
receive  instruction  at  his  house  at  Kenilworth. 

1702.  March.     Jacob   Heminway,  the    first   student,  entered 

the  College. 
September.     First   Commencement  held   at   the  house 
of  Rev.  Mr.  Buckingham  at  Saybrook.     Eight  students 
in  the  College.     Mr.  Daniel  Hooker,  a  graduate  of 
Harvard,  elected  tutor. 

1707.  March  5,  Rector  Pierson  died.  Rev.  Samuel  Andrew  of 
Milford  put  in  nominal  charge  as  Rector.  Senior  class 
assembled  at  Milford.  The  other  classes  were  put 
under  two  tutors  at  Saybrook.  Library  removed  from 
Kenilworth  to  Saybrook. 

17 16.  Oct.  17,  trustees  voted  to  remove  the  College  to  New 
Haven.     Rival  school  started  at  Wethersfield. 


YALE   COLLEGE.  397 

17 17.  September  11,  first  Commencement  exercises  at  New 

Haven,  conducted  by  Rector  Andrew. 
October  8,  frame  of  new  college  hall  erected. 

1 718.  Governor  Yale  sent  to  the  College  East  India  goods 

which  sold  for  ^562  12s.;  also  three  hundred  books, 
and  a  portrait  of  the  King  (the  latter  still  preserved). 
The  name  Yale  College  bestowed  at  Commencement 
upon  the  institution  in  recognition  of  the  bounty  of 
Governor  Yale. 

1 719.  March  24,  Rev.  Timothy  Cutler  chosen  Rector. 
Wethersfield  school  adjourned  to  New  Haven  in  June. 

172 1.  July  8,  Governor  Yale  died. 

1722.  Rector  Cutler  dismissed  on  account  of  his  strong  ten- 

dency toward  the  Church  of  England.     Test  of  theo- 
logical    soundness    on     part     of    officers     adopted 
thereafter  and  retained  until  1823. 
President's  house  built. 

1722-26.    College  without  a  Rector. 

1726.  September  13,  Rev.  Elisha  Williams  made  permanent 
Rector. 

1732-33.  Bishop  Berkeley  made  gifts  of  books,  ninety-six 
acres  of  land,  and  a  house,  to  the  College. 

1739.  Rector  Williams  resigned. 

1740.  April  2,  Rev.  Thomas  Clap  installed  as  Rector. 

1745.  May.  New  college  charter  obtained.  The  name  Yale 
College  became  a  legal  title,  and  the  Rector  was 
called  the  President  and  the  Trustees  the  Fellows. 

1750.    South  Middle  erected. 

1 76 1.    New  chapel,  afterwards  known  as  Athenaeum,  begun. 

1763.    New  chapel  opened. 

1766.  September    10,  President  Clap  resigned. 

October    22,    Rev.    Naphtali   Daggett   elected    to    the 
Presidency  pro  tempore. 

1767.  January,  President  Clap  died. 

177 1.    Professorship  in  Mathematics  and  Natural  Philosophy 


398  APPENDICES. 

established.     Rev.  Nehemiah  Strong  appointed  to  fill 
the  position. 

1777.  March  25,  Dr.  Daggett  resigned. 

July  20,  Senior  class  dismissed  without  public  exami- 
nation or  exhibition,  owing  to  the  conditions  of 
war. 

1778.  June  23,  Rev.  Ezra  Stiles,  D.D.,  made  President.     In- 

augurated July  8. 

1780.  Dr.  Daggett  died  from  the  effects  of  wounds  received 

in  resisting  the  advance  of  the  British  on  New  Haven. 
Public  commencement  resumed. 
November.     The   Phi    Beta    Kappa   Society,  Alpha  of 

Connecticut,  organized  among  the  students. 

1 78 1.  Rev.  Nehemiah  Strong  resigned  on  account  of  friction 

over  his  Tory  views. 

1782.  First  Dining  Hall  built. 

Mr.  James  Hillhouse  made  treasurer  of  the  College.  He 
served  for  fifty  years. 

1794.  Mr.  Josiah   Meigs  appointed  to   the   chair  of  Mathe- 

matics and  Natural  Philosophy. 
1793-4.    Union    Hall,    afterwards    known    as    South   College, 
erected. 

1795.  May  12,  President  Stiles  died.     Rev.  Timothy  Dwight 

of  Greenfield  Hill  elected  to  succeed  him,  and  inaugu- 
rated September  8. 

1798.  Dining  Hall  enlarged.     New  President's  house  begun  on 

the  college  square. 

1799.  President    Dwight    took  part  in  establishing   the   Con- 

necticut Academy  of  Arts  and  Sciences. 

1800.  Berkeley  Hall  (afterwards  known  as  North  Middle),  and 

Lyceum,  erected. 

1801.  Rev.  Jeremiah  Day  elected  to  succeed  Professor  Meigs, 

who  resigned  the  chair  of  Mathematics  and  Natural 
Philosophy. 

1802.  Mr.    Benjamin    SilHman  made   Professor  of  Chemistry 


YALE   COLLEGE.  399 

and  Natural  History,  serving  until  1853,  when  he  was 
made  Professor  Emeritus. 

1804.  Fagging   abolished.     System   of  fines   for   punishment 

disappeared  a  little  later. 

1805.  Mr.  James  L.  Kingsley  appointed  Professor  of  Languages. 
1807.    Perkins'  and  Gibbs'  collections  of  mineralogical  speci- 
mens obtained  by  the  College. 

181 7,    Jan,  17,  President  D wight  died. 

July  23,  Professor  Day  inaugurated  President. 

Rev.  C.  A.  Goodrich  elected  Professor  of  Rhetoric  and 

Oratory. 
Mr.  Alexander  M.  Fisher  succeeded  Professor  Day  in 

the  chair   of  Mathematics  and  Natural  Philosophy, 

serving  as  adjunct  professor  until  1820,  when  he  was 

made  full  professor. 

1819.  New  Dining  Hall  erected.     Old  Dining  Hall  fitted  up 

as  a  chemical  laboratory.     Cabinet  Building  erected. 

1820.  North  College  built. 

1822.    Professor  Fisher  lost  his  life  by  shipwreck.    Rev.  Matthew 

R.  Dutton  succeeded  him. 
1823-4.    A  new  chapel  built.     Old  chapel  used  for  recitation 

rooms. 

1825.  Mr.    Denison    Olmsted   chosen    to   succeed   Professor 

Dutton,  who  died  July  17. 
Gibbs'  cabinet  purchased. 

1826.  A  gymnasium  fitted  up  on  the  College  grounds. 

Judge  David  Daggett  made  Professor  of  Law,  serving 
until  1848.     Chair  made  Kent  professorship  in  1833. 
1828.    Bread  and  Butter  Rebellion. 

1830.  Conic  Sections  Rebellion. 

183 1.  Professorship  of  Languages  divided.     Professor  Kings- 

ley  made  Professor  of  Latin,  and  Mr.  Theodore  D. 
Woolsey  Professor  of  Greek. 
Colonel  Trumbull  presented  his  collection  of  paintings 
of  the  American  Revolution  to  the  College. 


400  APPENDICES. 

Trumbull  Gallery,  now  known  as  the  Treasury  Building, 
erected. 
1833.    Mr.  Wyllys  Warner  made  Treasurer  of  the   College  and 

served  until  1852. 
1836.    Chair  of  Mathematics  and  Natural  Philosophy  divided. 
Professor  Olmsted  took  Natural  Philosophy  and  Mr. 
A.  D.  Stanley  was  made  Professor  of  Mathematics. 
1839.    Prof.    Chauncey    A.    Goodrich    transferred    to  Divinity 
School  as  Professor  of  Pastoral  Charge. 
Mr.  W.   A.   Larned    made    Professor   of  Rhetoric  and 
English  Language. 
1 84 1.    Mr.  Edward  E.  Salisbury  appointed  Professor  of  Arabic 

and  Sanskrit  Languages  and  Literature. 
1844.    Prizes   for   best    original    composition    in    the    English 
•    language  (Townsend  premiums)  first  given. 
Library  building  erected. 

1846.  President  Day  resigned.      Prof.   Theodore  D.  Woolsey 

chosen  President,  and  began  his  duties  in  October. 
Rev.   Noah  Porter   of  Springfield  elected  to  the  chair 
of  Moral  Philosophy  and  Metaphysics. 

1847.  Gov.  Clark  Bissell  and  Hon.  Henry  Dutton  made  Kent 

Professors  of  Law. 
1S48.    Mr.   James    Hadley    made    Assistant  Professor   of   the 

Greek  Language  and  Literature,  to  succeed  President 

Woosley.     Made  full  professor  in  185 1. 
1850.    Mr.  James  D.  Dana  became   Professor  of  Geology  and 

Mineralogy. 
1S51.    Prof.  James  L.  Kingsley  made    Emeritus  Professor  of 

Greek. 
Asst.  Prof.  Thomas  A.  Thacher  made  Professor  of  Latin. 

1852.  De  Forest  prize  for  speaking  first  awarded. 
Death  of  Prof.  James  L.  Kingsley. 

Mr.  E.  C.  Herrick  made  Treasurer,  serving  until  1862. 

1853.  Alumni  Hall  erected. 
Professor  Stanley  died. 


YALE   COLLEGE.  401 

1854.  Mr.  William  D.  Whitney  elected  Professor  of  Sanskrit 

Language  and  Literature  and  Comparative  Philology. 

1855.  Mr.  Hubert  A.  Newton  elected  Professor  of  Mathematics. 
1859.    Old  Gymnasium  —  now  the  University  Dining  Hall  — 

erected. 
i860.    Mr.  Elias  Loomis  made  Professor  of  Natural  Philosophy 

and  Astronomy. 
1S62.    Mr.  H.  C.  Kingsley  made  Treasurer,  serving  until  1886. 
Prof.  W.  A.  Larned  died. 

1863.  Mr.   Cyrus  Northrop  made  Professor  of  Rhetoric  and 

English  Literature. 
Asst.  Prof.  Lewis  R.  Packard  made  Professor  of  Greek 
Language  and  Literature. 

1864.  Rev.    Edward   B.    Coe    elected    Professor   of   Modern 

Languages. 
Professor  Silliman  died. 
Mr.  Addison  Verrill  made  Professor  of  Zoology. 

1865.  Mr.  Arthur  M.  Wheeler  elected  Professor  of  History. 
Mr.    Addison    Van     Name    made     Librarian    of    the 

University. 
1867.    August  22,  President  Day  died. 

1870.  Farnam  Hall  erected. 

187 1.  Act  passed  substituting  in  the  Corporation  six  alumni  for 

the  six  senior  members  of  the  State  Senate. 
President  Woolsey  resigned. 
Oct.    II,     Prof.    Noah     Porter    succeeded    President 

Woolsey. 
Dr.  J.   Willard  Gibbs  made  Professor  of  Mathematical 

Physics. 
Dr.  Arthur  W.  Wright  made  Professor  of  Chemistry  and 

Molecular  Physics. 
Durfee  Hall  erected. 
187 1-2.    The  books  of  the  Linonia  and  Brothers'  libraries  were 

brought  together  as  a  branch  of  the  College  library. 

1872.  Chairs   of  German   and    Political   and   Social   Science 

26 


402  APPENDICES. 

founded,  with  Mr.  Franklin  Carter  in    the   first  and 

Rev.  William  G.  Sumner  in  the  second. 
Prof.  James   Hadley  died. 
1874-6.    Peabody  Museum  erected. 
Battel]  Chapel  erected. 
Asst.  Prof.  Henry  P.  Wright  made  Dunham  Professor  of 

Latin. 
1877.    j\Ir.  Franklin  B.  Dexter  made   Professor  of  American 

History. 
Dr.  Samuel  Wells  Williams  made  Professor  ot  Chinese 

Language  and  Literature. 

1879.  Professor  Coe  resigned,  succeeded  by  Prof  W.  I.  Knapp. 
Mr.  E.  S.  Dana  made  Professor  of  Natural  Philosophy 

and  Astronomy. 
Dr.  F.  D.  Allen  made  Professor  of  Greek  Language  and 
Literature,  resigning  in  18S0. 

1880.  Prof.  Tracy  Peck  made  Professor  of  the  Latin  Language 

and  Literature. 

Prof.  T.  D.  Seymour  made  Hillhouse  Professor  of  Greek. 

Asst.  Prof.  H.  A.  Beers  made  Professor  of  English  Lit- 
erature. 

188 1.  Hon.  E.  J.  Phelps  made  Kent  Professor  of  Law. 

Prof  George  T.  Ladd  made  Professor  of  Mental  and 

Moral  Philosophy. 
Professor  Carter  called  to  the  Presidency  of  Williams. 

1882.  Observatory  Buildings  on  Prospect  St.  begun. 
Sloane  Physical  Laboratory  erected. 

1884.  Professor    Northrop   called   to   the    Presidency   of  the 

University  of  ISIinnesota. 
Professor  Packard  died. 
Prof.  S.  W.  Williams  died. 
Prof.   H.    P.   Wright  made    Dean   of   the    Academical 

Department. 

1885.  Dr.  Frank  A.  Gooch  made  Professor  of  Chemistry. 
Dwight  Hall  erected. 

Lawrence  Hall  erected. 


YALE   COLLEGE.  403 

1 886.  Professor  Thacher  died. 

Mr.  Arthur  T.  Hadley  appointed  Professor  of  Political 

Science. 
Dr.  Wm.   R.   Harper  made    Professor  of  the    Semitic 

Languages. 
July  I,  President  Porter's  resignation  took  effect. 
Prof.  Timothy  Dwight   elected  President   in  May  and 

inducted  into  office  July  i. 
Dec.  19,  Mr.  Henry  C.  Kingsley,  treasurer  for  twenty-five 

years,  died. 

1887.  March,  the  College  was  legally  made  a  university. 
Kent  Chemical  Laboratory  erected. 

1888.  New  Library  erected. 

Nov.  8,  Mr.  W.  W.  Farnam  elected  Treasurer  of  the  Uni- 
versity. 

Old  Laboratory  Building  removed. 

Professor  Dexter  resigned  the  Professorship  of  American 
History.     Prof.  George  B.  Adams  succeeded  him. 

Henry  James  Ten  Eyck  Prizes  established  for  Junior 
exhibition.      First  competed  for  the  following  year. 

Osborn  Hall  erected. 

1889.  July  5,  Ex-President  Woolsey  died. 

New  gymnasium  begun  ;  completed  in  1892. 

Prof.  W.  R.  Harper  made  Woolsey  Professor  of  Biblical 
Literature. 

Prof.  A.  S.  Cook  made  Professor  of  the  English  Lan- 
guage and  Literature. 

August  15,  Prof.  Elias  Loomis  died. 

Waterman  scholarships  founded. 

1890.  Cabinet  Building  removed. 

Prof.  Charles   H.   Smith  made  Professor  of  American 

History. 
Asst.  Prof.  E.  S.  Dana  made  Professor  of  Physics. 
Prof.   Gustave   J.  Stoeckel   made    Battell    Professor  of 

Music. 


404  APPENDICES. 

1 89 1.  Prof.  W.  R.  Harper  resigned  to  accept  the  Presidency 

of  Chicago  University. 
Prof.  Arthur  H.  Palmer  made  Professor  of  German. 
Prof.  E.  P.  Morris  made  Professor  of  Latin. 
Asst.  Profs.  A.  W.  Phillips  and  E.  L.  Richards  made 

Professors  of  Mathematics. 
Welch  Hall  erected. 

1892.  Yale  Infirmary  erected. 

March  4,  Ex- President  Porter  died. 

Prof.  H.  S.  Williams  made  Professor  of  Geology. 

Prof.  W.  I.  Knapp  resigned ;  succeeded  by  Prof.  Jules 

Luquiens. 
Professor  Hadley  made  Dean  of  the  Graduate  Department. 

1893.  Asst.  Prof.  E.'T.  McLaughlin  made  Professor  of  Rheto- 

ric and  Belles  Lettres.      He  died  in  the  summer  of 

this  year. 
Prof.  Bernadotte  Perrin  made  Professor  of  Greek. 
Asst.  Profs.  T.  D.  Goodell  and  H.  M.  Reynolds  made 

full  Professors  of  Greek. 
Vanderbilt  Hall  erected.     South  College  and  Athenaeum 

demolished. 

1894.  White  and  Berkeley  Halls  erected. 
June  7,  Prof.  W.  D.  Whitney  died. 

Prof.  J.  D.  Dana  made  Professor  Emeritus. 

Prof.  Gustave  J.  Stoeckel  resigned  from  the  Battell  Pro- 
fessorship of  Music  and  was  made  Professor  Emeritus. 

Mr.  H.  W.  Parker  made  Battell  Professor  of  the  Theory 
of  Music,  and  Mr.  S.  S.  Sanford,  Professor  of  Applied 
Music. 

Dean's  office  on  Elm  St.  opened. 

Asst.  Prof.  G.  M.  Duncan  made  Professor  of  Philos- 
ophy. 

Asst.  Prof.  F.  K.  Sanders  made  Professor  of  Biblical 
Literature. 

North  Middle  demolished. 


YALE  COLLEGE. 


405 


1895.  Phelps  Memorial  Gateway  erected. 
Whitman  Gateway  erected. 

April  13,  Prof.  J.  D.  Dana  died. 

June  29,  Prof.  Daniel  C.  Eaton  died. 

Professor  Hadley  resigned  as  Dean  of  the   Graduate 

Department,  and  Professor  PhilHps  succeeded  him. 
Prof.    E.    W.  Hopkins    elected    to    succeed    Professor 

Whitney. 
Prof.  E.  G.  Bourne  made  Professor  of  History. 

1896.  Pierson  Hall  erected. 
Old  Chapel  demolished. 

August  12,  Prof.  H.  A.  Newton  died. 

President  Woolsey's  statue  dedicated  at  Commencement. 

Dr.  H.  R.  Lang  made  Professor  of  Romance  Philology. 

1897.  Asst.  Prof.  Gustav  Gruener  made  Professor  of  German. 

1898.  Asst.  Prof.  John  C.  Schwab  made  Professor  of  Political 

Economy. 

Asst.  Prof.  E.  H.  Sneath  made  Professor  of  Philosophy. 

Asst.  Prof.  Irving  Fisher  made  Professor  of  Political 
Science. 

Nov.  17,  President  Dwight  announced  his  resignation, 
to  take  effect  at  end  of  academic  year. 

Asst.  Prof.  William  Beebe  made  Professor  of  Mathe- 
matics. 

Asst.  Prof.  J.  P.  Pierpont  made  Professor  of  Mathe- 
matics. 


II. 

THE   SHEFFIELD   SCIENTIFIC    SCHOOL. 

1847.    Commencement  Day,  Department  of  Philosophy  and 

the    Arts    estabUshed   at   Yale,   and    eight    students 

enrolled. 
Opening  of  fall  term,  John   P.  Norton,  the   Professor 

of  Agricultural   Chemistry,  and   Benjamin   Silliman, 

Jr.,  Professor  of  Applied  Chemistry,  both  having  been 

appointed  in  1846,  became  associated  in  the  opening 

of  a  Chemical  Laboratory,  established  in  a  dwelling 

house  on  the  College  campus  long  occupied  as  the 

President's  residence. 
1 849.    Removal  of  Professor  Silliman,  who  went  to  the  Medical 

School  at  Louisville,  Ky. 
1852.    September  5,  Prof.  J.  P.  Norton  died. 

Prof.  W.  A.  Norton,  a  graduate  of  West  Point,  made 

Professor   of  Civil   Engineering,  thus   establishing  a 

School  of  Engineering. 
Graduation  of  the  first  class  which   had  completed  a 

course  of  Scientific  study,  and  a  degree  of  Ph.  B. 

given  to  six  by  the  Corporation  of  Yale,  George  J. 

Brush  and  William  H.  Brewer  among  this  number. 
Prof  John  A.  Porter  made  Professor  of  Agricultural  and 

Analytical  Chemistry. 
1854.    Classes  in  Chemistry  and  Engineering  associated  under 

the  name  of  the  Yale  Scientific  School. 
1S55.    Prof.  James  D.  Dana  of  the  Academical  Department 

made  an  instructor  in  the  School. 
Mr.  George  J.  Brush  made  Professor  of  Metallurgy. 


THE  SHEFFIELD  SCIENTIFIC  SCHOOL.      407 

1856.    Prof.   John   A.    Porter   changed   to   chair   of    Organic 
Chemistry. 
Samuel  W.   Johnson   made   Professor   of    Agricultural 
Chemistry. 
1859.    Joseph  E.  Sheffield  purchased  the  building  corner  of 
Grove  and  Prospect  Streets,  enlarged  and  refitted  it 
for  the  School,  and  gave  ^50,000  for  the  endowment 
of    Professorships    of    Chemistry,    Engineering,   and 
Metallurgy.     In  recognition  of  this  the  Corporation 
gave  his  name  to  the  School. 
Entrance  examination  first  required. 
Rev.  C.  S.   Lyman   appointed  Professor  of  Industrial 
Mechanics  and  Physics. 
i860.    The  new  building  (Sheffield  Hall)  occupied. 

The  select  course  of  study  was  established,  and  Prof.  W. 
D.  Whitney  invited  to  instruct  in  modern  languages. 

1863.  The    State   devoted    income    of   government    grant   of 

$135,000  to  the  School. 
Mr.  Daniel  C.  Oilman  appointed  Professor  of  Physical 
and  Political  Geography. 

1 8 64.  Mr.  W.  H.  Brewer,  Mr.  S.  C.  Eaton,  and  Mr.  A.  E.  Ver- 

rill  were  appointed  to  the  chairs  of  Agriculture,  Bot- 
any, and  Zoology  respectively. 

Prof.  George  J.  Brush  made  Professor  of  Mineralogy. 

Prof.  John  A.  Porter  resigned  on  account  of  his  health. 

1865.  Mr.  A.  P.  Rockwell  was  elected  Professor  of  Mining. 
Sheffield  Hall  was  further  enlarged,  through  the  gen- 
erosity of  Mr.   Sheffield. 

1 866.  Prof.  John  A.  Porter  died. 

Mr.  O.  C.  Marsh  made  Professor  of  Palaeontology. 

1868.    Professor  Rockwell  resigned. 

1870.  The  Higgin  Professorship  of  Dynamical  Engineering 
was  endowed  by  Mrs.  Susan  K.  Higgin,  of  I^iver- 
pool,  with  ^5,000,  and  William  P.  Trowbridge  was 
called  to  the  chair. 


4o8  APPENDICES. 

187 1.  Mr.  Thomas  R.  Lonnsbury  made  Professor  of  Englisli 

Language  and  Literature. 
Mr.  Oscar  D.  Allen  made  Professor  of  IVIetallurgy. 

1872.  Mr.  Francis  A.  Walker  elected  to  the  chair  of  Political 

Economy  and  History. 
Professor  Oilman  resigned. 

Professor  Brush  made  Director,  having  resigned  his  chair 
of  Metallurgy  in  1871. 

1872-73.  North  Sheffield  Hall,  costing  over  $100,000,  com- 
pleted and  presented  to  the  School  by  Mr.  Sheffield. 

1872.  The  title  of  the  Professorship  of  Industrial  Mechanics 
and  Physics  changed  to  the  Sheffield  Professorship  of 
Astronomy  and  Physics,  this  chair  being  occupied 
by  Prof  C.  S.  Lyman. 

18  73.    Mr.  John  E.  Clark  appointed  to  the  Chair  of  Mathematics. 

1874.  Mr.  Samuel  W.  Johnson  made  Professor  of  Theoretical 

and  Agricultural  Chemistry. 

1875.  Mr.  Sidney  I.  Smith  elected  Professor  of  Comparative 

Anatomy. 
Mr.  William  G.  Mixter  made  Professor  of  Chemistry. 
1877.    Resignation   of    Professor   Trowbridge,    who   went   to 
Columbia  College. 
Mr.  A.  Jay  DuBois  appointed  Professor  of  Dynamical 
Engineering,  succeeding  Professor  Trowbridge. 
1880.    Resignation  of  Professor  Walker  to  become  President  of 
Massachusetts  Institute  of  Technology. 
Mr.  Henry  W.  Farnam  succeeded  Professor  Walker. 

1882.  Chair  of  Physiological  Chemistry   founded,   and   Prof. 

Russell  H.  Chittenden  appointed  to  fill  it. 
Death  of  Joseph  E.  Sheffield. 

1883.  Death  of  Prof.  W.  A.  Norton. 

Prof.  A.  Jay  DuBois  transferred  from  the  Department 
of  Mechanical  Engineering  to  the  Department  of  Civil 
Engineering. 

1884.  Mr.    Charles  B.   Richards    appointed   to   the   chair   of 

Mechanical  Engineering. 


THE  SHEFFIELD  SCIENTIFIC  SCHOOL.       409 

The  chair  of  Physics  and  Astronomy  (Professor  Ly- 
man) divided. 

Prof.  Charles  S.  Hastings  elected  to  the  Professorship 
of  Physics. 
1887.    Prof.  Oscar  D.  Allen  resigned. 

1889.  Death  of  Mrs.  Joseph  E.  Shefiaeld. 

Sheffield  homestead  on  Hillhouse  Avenue  transformed 

into  a  Biological  Laboratory. 
Professor  Lyman  made  Emeritus  Professor. 

1890.  January  29,  death  of  Prof  Chester  S.  Lyman  (chair  of 

Astronomy). 

189 1.  Winchester  Hall  erected. 

1892.  Government  appropriations  withdrawn  by  Legislature. 
Asst.  Prof.  Samuel  L.  Penfield  appointed  Professor  of 

Mineralogy. 
Asst.    Prof    Horace    L.    Wells  appointed    Professor  of 
Analytical  Chemistry  and  Metallurgy,  succeeding  Pro- 
fessor Allen  in  the  latter  chair. 

1894.  Chemical  Laboratory  erected. 

1895.  June  29,  Prof  Daniel  C.  Eaton  died. 

1896.  Prof.   S.  W.  Johnson  resigned  from  chair  of  Agricultural 

Chemistry,  after  forty  years'  service. 

Professor  Johnson  made  Emeritus  Professor. 

Land  grant  controversy  between  State  of  Connecticut  and 
the  Scientific  School  permanently  settled.  $154,604 
damages  adjudged  as  due  to  the  School. 

1897.  Asst.  Prof.  Charles  E.  Beecher  appointed  Professor  of 

Historical  Geology. 
Asst.    Prof.    Louis  V.   Pirsson   appointed   Professor   of 
Physical  Geology. 
1S98.    November,  Prof  George  J.  Brush  declined  a  re-election 
as  Director,  and  Prof.  Russell  H.  Chittenden  was  made 
Director. 
Professor    Brush   resigned   his    Professorship,   and   was 
made  Emeritus  Professor. 


III. 

YALE   DIVINITY   SCHOOL. 

1755.  Dr.  Naphtali  Daggett,  the  first  Professor  of  Divinity,  ap- 
pointed. 

1 766.  Prof.  Naphtali  Daggett  succeeded  Thomas  Clap  as  Presi- 
dent, and  continued  as  Professor  of  Divinity  also. 

1777.  Dr.  Naphtali  Daggett   resigned  as  President   but   con- 

tinued his  professorship. 

1778,  Dr.  Ezra  Stiles  made  Professor  of  Ecclesiastical  History. 
1780.    Professor  Daggett  died. 

17S2.  Rev.  Samuel  Wales  of  Milford  elected  to  succeed  Dr. 
Daggett  as  Professor  of  Divinity. 

1793.    Professor  Wales  retired. 

1795.  President  Stiles  died.  Prof.  Timothy  Dwight,  who  suc- 
ceeded him,  acted  as  Professor  of  Divinity. 

1805.  President  Dwight  made  Professor  of  Divinity. 

1806.  President  Dwight  took  first  steps  towards  the  establish- 

ment of  a  separate  Theological  Department. 
18 1 7.    January  11,  President  Dwight  died. 

Rev.  Eleazar  T.  Fitch  succeeded  President  Dwight  as 

Professor  of  Divinity. 
1822.    First  distinct  Theological  class  organized,  composed  of 

fifteen  students. 
Chair    of    Didactic    Theology    established,    and    Rev. 

Nathaniel  W.  Taylor  (from  Center  Church)  was  ap- 
pointed to  this  chair. 
1826.    Mr.  Josiah  W.  Gibbs   appointed   Professor   of  Sacred 

Literature. 
1836.    First  building  of  the  Theological  Department  completed, 

and  called  Divinity  College.     (On  the  present  site  of 

Durfee  Hall.) 


YALE   DIVINITY   SCHOOL.  411 

1839.    Rev.  Chauncey  A.  Goodrich,  Professor  of  Rhetoric  and 
Oratory,  transferred  to  the  Divinity  School,  as  Pro- 
fessor of  the  Pastoral  Charge. 
1852.    Professor  Fitch  resigned. 
1854.    Rev.    George    P.    Fisher    appointed    to    succeed    Dr. 

Fitch. 
1858.    Death  of  Prof.  Nathaniel  W.  Taylor. 

Mr.  Timothy  Dwight  made   Professor  of  Sacred  Liter- 
ature. 
i860.    Prof.  Chauncey  A.  Goodrich  died. 

1861.    Prof.  Geo.  P.  Fisher  transferred  to  the  chair  of  Ecclesi- 
astical History. 
Prof.  Josiah  W.  Gibbs  died. 
Prof.  James  M.  Hoppin  elected  Professor  of  the  Pastoral 

Charge. 
Mr.    Henry   H.    Hadley    appointed    to    the   chair    of 
Hebrew,  but  remained  only  one  year. 
1863.    Rev.  W.  B.  Clarke  made  Professor  of  Divinity. 
Professor  Fitch  made  Emeritus  Professor. 

1866.  Prof.  George  E.  Day  made  Professor  of  Hebrew  Lan- 

guage and  Literature. 
Professor  Clarke  resigned. 

1867.  Rev.  O.  E.  Daggett  made  Professor  of  Divinity. 

1870.  East  Divinity  Hall  completed  in  September. 
Professor  Daggett  resigned. 

187 1.  Rev.  Samuel    Harris,   D.D.,  elected   Professor  of  Sys- 

tematic Theology. 
Lectureship  on  preaching  established,  by  gift  of  Henry 

W.  Sage. 
Marquand  Chapel,  the  gift  of  Mr.  Frederick  Marquand, 

built  on  p]lm  Street. 
Professor  Fitch  died. 
1S74.    West  Divinity  Hall  completed. 

1876.    Graduate  Fellowship  endowment  received.     (Memorial 
of  Mrs.  Hooker.) 


412  APPENDICES. 

1877.    Rev.   Dr.  Wni.    M.    Barbour,    of   Bangor  Theological 
Seminary,  appointed  Professor  of  Divinity. 

1879.  Professor  Hoppin  resigned  from  the  chair  of  the  Pas- 

toral Charge. 

1880.  A  course  in  Elocution  established  in  this  Department. 

1 88 1.  Erection  of  Bacon  Memorial  Library. 

1885.    Rev.  Dr.  Lewis  O.  Brastow  appointed  to  the  chair  of 
Homiletics  and  the  Pastoral  Charge. 
Lyman   Beecher   Course   of    Lectures    on    Preaching 

established. 
Mr.  John  E.  Russell  appointed  to  the  Winkley  chair  of 
Biblical  Theology. 
18S6.    Prof.  G.  B.  Stevens  made  Professor  of  New  Testament 
Criticism  and  Interpretation. 

1887.  Professor  Barbour  resigned  from  chair  of  Divinity. 

1888.  Professor    Day   appointed    Dean    of   the   Theological 

Faculty. 

1889.  Prof.  John  E.  Russell  resigned  from  the  chair  of  Biblical 

Theology,  to  go  to  Williams  College. 

1890.  Provision  made  by  Hon.  Robbins  Battell,  for  special 

instruction  in  music  in  this  Department. 

189 1 .  A  Foreign  Missionary  Library  started  in  this  Department. 
Resignation  of  Professor  Day  from  the  Holmes  Profes- 
sorship of  the  Hebrew  Language  and  Literature. 

Professor  Day  requested  to  continue  as  Dean  of  the  De- 
partment, and  to  give  instruction  in  the  Encyclopedia 
of  Theology. 

Rev.  Edward  L.  Curtis,  Ph.D.,  D.D.,  chosen  to  fill  the 
Holmes  Professorship. 

Dr.  Frank  C  Porter  elected  to  the  Winkley  Professor- 
ship of  Biblical  Theology,  in  which  he  had  previously 
given  instruction. 

East  Divinity  Hall  badly  damaged  by  fire. 
1893.    Professorship  of  Christian   Ethics  established,  through 
the  generosity  of  Mr.  J.  H.  Whittemore,  of  Nauga- 


YALE   DIVINITY  SCHOOL. 


4^3 


tuck,  and  Rev.  William  F.   Blackman  appointed  to 
the  chair. 
1895.    P^of-  George  E.  Day  resigned  as  Dean  of  the  Theologi- 
cal Faculty.     Made  Emeritus  Professor. 

Prof.  Samuel  Harris  resigned  from  the  Dwight  Profes- 
sorship of  Systematic  Theology.  Made  Emeritus 
Professor. 

Prof.  George  B.  Stevens  transferred  from  the  chair  of 
New  Testament  Criticism  and  Interpretation  to  the 
Dwight  Professorship  of  Systematic  Theology,  suc- 
ceeding Professor  Harris. 

Prof.  George  P.  Fisher  elected  Dean  of  the  Theological 
Faculty,  succeeding  Professor  Day  in  that  capacity. 
1897.  Rev.  Benjamin  Wisner  Bacon,  D.D.,  elected  to  the 
Buckingham  Professorship  of  New  Testament  Criticism 
and  Interpretation,  originally  called  the  Professorship 
of  Sacred  Literature. 

Society  for  Sacred  Music  and  Liturgies  established. 


IV. 

THE   MEDICAL   SCHOOL. 

1806.  The  question  of  the  foundation  of  a  medical  Professor- 
ship in  the  college  first  agitated  by  Rev.  Dr.  Nathan 
Strong. 

18 ID.  President  Dvvight  and  Professor  Silliman  obtain  the 
charter  for  the  Medical  School  from  the  General 
Assembly. 

181 2.  April,  Dr.  Mason  F.  Cogswell  of  Hartford  made  Pro- 

fessor  of  Surgery  and   Anatomy,  and  Dr.  Jonathan 

Knight  Assistant  Professor  in  the  same  Department. 

Dr.  Cogswell  never  entered  upon  his  duties. 
September,  ^Eneas  Munson,  M.D.,  made  Professor  of 

Materia  Medica  and  Botany. 
'Nathan  Smith,  M.D.,  made  Professor  of  the  Theory  and 

Practice  of  Surgery  and  Obstetrics. 
EU   Ives,   M.D.,   made   Professor   of  the  Theory  and 

Practice  of  Physic. 
Benjamin   SiUiman,    M.D.,    LL.D.,  made    Professor   of 

Chemistry,  Pharmacy,  Geology,  and  IMineralogy. 
Jonathan  Knight,  M.D.,   made   Professor  of  Anatomy 

and  Physiology. 

18 1 3.  October,  Medical  School   opened  with  thirty-one   stu- 

dents in  a  building  on  Grove  Street  near  College. 
181 5.    The  first  student.  Dr.  Jared  P.  Kirtland,  matriculated. 
1826.    Dr.  ^neas  Munson  died. 
1829.    Dr.  Thomas  Plubbard  made  Professor  of  Surgery  and 

Obstetrics. 


THE   MEDICAL  SCHOOL.  415 

Dr.  Nathan  Smith  died. 

Dr.  Eli  Ives  was  transferred   to   the    Professorship   of 
Theory  and  Practice  of  Medicine,   and  Dr.  William 
Tully  succeeded  to  Dr.  Ives'  former  position. 
1830.    Dr.  Timothy  P.  Beers  made  Professor  of  Obstetrics. 
1838.    Dr.  Hubbard  died.     Dr.   Knight  was  transferred  from 
the  Professorship  of  Anatomy  to  succeed  Dr.  Hubbard. 
Dr.  Charles  Hooker  took  Dr.  Knight's  place. 
1842.    Dr.  Bronson  elected  Professor  of  Materia  Medica  and 
Therapeutics  in  place  of  Dr.  Tully. 

1852.  Dr.  Ives  made  Professor  Emeritus  of  Materia  Medica. 
Dr.  Worthington  Hooker  made  Professor  of  Theory  and 

Practice  to  succeed  Dr.  Ives. 

1853.  Dr.  Charles  Hooker  made  Dean  of  the  Medical  School. 
1855.    Dr.  T.  P.  Beers  resigned. 

Dr.  Jewett  succeeded  Dr.  Beers. 

1858.  September  22,  Dr.  Beers  died. 

1859.  Dr.  Tully  died. 
i860.    Medical  Hall  erected. 

Dr.  Chas.  A.  Lindsley  succeeded  Dr.  Bronson. 
1861.    Dr.  Eli  Ives  died. 

1863.  Dr.  Hooker  died. 

Dr.   Lindsley  made  Dean  of  the    Medical    School   in 

place  of  Dr.  Hooker. 
Dr.   L.  J.  Sanford  elected  to  succeed  Dr.   Hooker  in 

his  professorship. 
Dr.  Jewett  resigned. 

1864.  Drs.  Knight  and  Silliman  died. 

Dr.  Francis  Bacon  succeeded  Dr.  Knight. 
Dr.  Stephen  J.  Hubbard  succeeded  Dr.  Jewett. 
1867.    Dr.  Moses  C.  White  made  Professor  of  Pathology  and 

Microscopy. 
Dr.  George  F.  Barker  made  Professor  of  Physiological 

Chemistry  and  Toxicology. 
Dr.  Charles  L.  Ives  elected  to  succeed  I  )r.  Hooker. 


41 6  •  APPENDICES. 

1873.    Dr.  Ives  resigned. 

Dr.  David  P.  Smith  succeeded  Dr.  Ives. 
Dr.  Barker  resigned. 
1877.    Dr.  Bacon  resigned. 

Dr.  D.  P.  Smitli  transferred  to  Professorship  of  Surgery. 
Dr.  Lucian  S.  Wilcox  appointed  to  succeed  Dr.  Smith. 
1S79.    Dr.  Sanford  transferred  to  Professorship  of  Anatomy. 
Dr.  James  K.  Thacher  made  Professor  of  Physiology. 
Dr.  William  H.  Carmalt  made  Professor  of   Ophthal- 

mology  and  Otology. 
The  course  was  changed  from  a  lecture  course  to  one 
in  personal  training  and  laboratory  work.     From  this 
time   three  years  of  study  and  a   final   examination 
were  required. 

1880.  Dr.  Hubbard  resigned. 

Dr.  F.  E.  Beckwith  succeeded  Dr.  Hubbard. 
Dr.  Smith  died. 

1 88 1.  Dr.  Carmalt  resigned  his  Professorship  to  succeed  Dr. 

Smith    as    Professor   of  Principles   and   Practice   of 
Surgery. 
18S3.    Dr.  Lindsley  resigned  his  Professorship.     Dr.  Thomas 
H.  Russell  succeeded  Dr.  Lindsley. 

1885.  Dr.  Lindsley  resigned  the  position  of  Dean. 

Dr.  Lindsley  succeeded  by  Dr.  Herbert  E.  Smith,  who 
was  also  made  Professor  of  Chemistry. 

Dr.  Frank  E.  Beckwith  made  Professor  of  Clinical 
Gynecology. 

1886.  Dr.  James  Campbell  made  Professor  of  Obstetrics. 

1 888.    Dr.   Sanford  resigned  and  was    succeeded   by   Dr.  S. 
W.  Williston. 
Medical  School  Alumni  Association  founded. 
1890.    Dr.  Beckwith  and  Dr.  Williston  resigned. 

Dr.  Talcott  presented  his  valuable  medical  library  to 
the  School. 


THE  MEDICAL  SCHOOL.  417 

1 89 1.    Dr.  Thomas    H.    Russell   made   Professor   of  Clinical 
Surgery  and  Surgical  Anatomy. 
Dr.  Thacher  died. 
1893.    New  Laboratory  Building  erected. 

1895.  Dr.  Henry  L.  Swain   made    Professor  of  Diseases   of 

Throat  and  Ear. 
Dr.  Harry  B.  Ferris  made  Professor  of  Anatomy. 
Dr.  Graham  Lusk  made  Professor  of  Physiology. 
Dr.  Oliver  S.  Osborne  made  Professor  of  Materia  Medica 

and  Therapeutics. 
Dr.  Louis  S.  De  Forest  made  Professor  of  Theory  and 

Practice  of  Surgery. 
Course  of  study  lengthened  from  three  years  to  four. 

1896.  December  12,  Dr.  Sanford  died. 

1897.  Dr.  John  S.  Ely  made  Professor  of  Theory  and  Practice 

of  Medicine. 
Dr.  Lindsley  made  Emeritus  Professor. 

1898.  Prof.  Graham  Lusk  resigned. 


27 


V. 

GRADUATE  SCHOOL. 

1 841.    First  step  taken  toward  the  organization   of  graduate 
instruction. 
Appointment  of  Edward  E.  Salisbury  to  the  chair  of 
Arabic  and  Sanskrit. 

1846.  Establishment  of  a  Professorship  in  Agricultural  Chem- 

istry (or  the  Application  of  Science  to  Agriculture), 
with  Prof.  John  P.  Norton  as  incumbent. 
Establishment  of  Professorship  in  Practical  or  Applied 
Chemistry  (or  Chemistry,  Mineralogy,  and  Geology) 
with  Professor  Benjamin  Silliman  as  incumbent. 

1847.  Formal  establishment  of  this  new  Department,  called  the 

Department  of  Philosophy  and  the  Arts. 

Courses  of  instruction  offered  in  Greek,  Latin,  Mathe- 
matics, Philosophy,  and  Science. 

Chemical  Laboratory  opened  for  the  Graduate  Depart- 
ment in  the  building  previously  used  as  the  President's 
house. 
1852.    Degree  of  Bachelor  of  Philosophy  first  conferred,  after 
two  years'  study  in  this  Department. 

Chair  of  Civil  Engineering  established,  with  Prof.  Wil- 
liam A.  Norton  as  incumbent. 
1854.    Establishment  of  a  separate  Professorship  in  Sanskrit, 
and  Mr.  William  D.  Whitney  appointed. 

Instruction   in   Chemistry   and    Engineering   separated 
from  other  instruction  in  the  Graduate  Department, 
and  designated  the  Yale  Scientific  School. 
1866.    Chair  of  Paleontology  established,  with  Prof.  Othniel  C. 
Marsh  as  incumbent. 


GRADUATE   SCHOOL.  419 

187 1.  Degree  of  Doctor  of  Philosophy  first  confened. 
(Upon  Eugene  Schuyler,  LL.D.,  James  Morris 
Whiton,  and  Arthur  Williams  Wright.) 

1892.    Women  first  admitted  to  the  Graduate  Department. 

An  office  of  Dean  of  the  Graduate  Department  created, 
and  Prof.  Arthur  T.  Hadley  elected  to  the  position. 

1894.  The  second  floor  of  the  house,  corner  of  Elm  and  High 

Streets,  furnished   for  the   use   of  young  women  in 
this  Department. 

1895.  Professor  Hadley  resigned  as  Dean  of  this  Department. 
Prof.  Andrew  W.  Phillips  elected  to  succeed  Professor 

Hadley,  as  Dean  of  the  Graduate  Department. 
Formal  organization  effected,  with  Administrative  Com- 
mittee of  twelve,  and  a  Dean's  office  opened  at  90 
High  Street. 


VI. 

THE   LAW   SCHOOL. 

THIRST  instruction  in  Law  in  New  Haven   conducted  by 

■*■  Hon.  Seth  P.  Staples  (Yale,  1797),  early  in  the  present 
century. 

1 80 1.  Professorship  in  Law  established  at  Yale  by  President 
Dwight,  more  for  the  purpose  of  lectures  than  pre- 
paration for  practice,  and  Hon.  Elizur  Goodrich  ap- 
pointed to  the  chair. 

18 10.  Resignation  of  Professor  Goodrich,  because  of  pressure 
of  other  duties. 

1822.  Samuel  J.  Hitchcock  invited  to  assist  Hon.  S.  P.  Staples 
in  instructing  his  law  pupils. 

1824.  Mr.  Staples  removed  to  New  York,  leaving  Mr.  Hitch- 
cock and  Judge  Daggett  in  charge  of  his  school.  In 
this  year,  names  of  Mr.  Staples'  pupils  were  published 
in  the  "College  Catalogue." 

1826.  Connection  between  Yale  College  and  the  private  Law 
School  made  more  distinct  through  the  election  of 
Judge  David  Daggett  to  the  Kent  Professorship  of 
Law  at  Yale  (a  professorship  established  by  the  friends 
of  Chancellor  Kent). 

1842.  Isaac  H.  Townsend  began  instruction  in  Law.     He  was 

appointed  full  professor  in  1846,  but  died  the  follow- 
ing year.  During  this  period  also,  Judge  William  L. 
Storrs  and  Mr.  Henry  White  assisted  in  instruction. 

1843.  The  Staples  School,  conducted  by  Samuel  J.  Hitchcock 

and  Judge  David  Daggett,  formally  placed  under  con- 
trol of  the  College  Corporation.  Degree  of  Bachelor 
of  Laws  conferred  upon  graduates  for  the  first  time. 


THE   LAW   SCHOOL.  421 

1845.  Death  of  Professor  Hitchcock. 

1846.  Judge  William  L.  Storrs  appointed  Professor  of  Law, 

succeeding  Judge  Hitchcock. 

1847.  Judge  Daggett,  Judge  Storrs,  and  Mr.  Henry  White  re- 

signed. 
A  new  Law  Faculty  formed,  consisting  of  Governor  Clark 

Bissell  and  Hon.  Henry  Dutton. 
1855.    Professor  Bissell  resigned,  and  Hon.  Thomas  B.  Osborne 

appointed  to  succeed  him. 
1865.    Resignation  of  Hon.  Thomas  B.  Osborne. 
1869.    Death  of  Governor  Dutton. 

Law  Department  placed  in  charge  of  Messrs.  Simeon 

E.  Baldwin,  William  C.  Robinson,  and  Johnson  T. 

Piatt. 

187 1.  Jewell  prizes  founded. 

1872.  Hon.  Francis  Wayland  appointed  Professor  of  Law,  and 

Dean  of  the  School. 
Messrs.  Robinson,  Baldwin,  and  Piatt  appointed  to  full 

Professorships. 
The  Law   School   provided,    with    apartments    in   the 

County  Court  House. 

1874.  Townsend  prize  founded. 

1875.  Betts  prize  founded. 

1876.  An   advanced   course   in   Law   and    Political    Science 

provided. 

1878.  A  chair  of  International  Law  established,  and  Mr. 
Theodore  S.  Woolsey  appointed  thereto. 

1 88 1.  A  chair  of  Pleading  established,  and  Mr.  Wm.  K.  Town- 
send  appointed  Professor. 

1887.  Edward  J.  Phelps  professorship  founded. 

1888.  The  Edward  J.  Phelps  professorship  assigned  to  Wm.  K. 

Townsend. 
1890.    January  33,  Prof.  Johnson  T.  Piatt  died.    .. 
1894.    Work   on   the    new   Law   School    Building    begun    in 

June. 


422  APPENDICES. 

Decision  made  to  lengthen  the  course  of  study  from  two 

years  to  three  years. 
Mr.   Morris  F.  Tyler   appointed   Professor  of  General 

Jurisprudence. 
1895.    The  Law  School  moved  into  its  new  building  on  Elm 

Street,  between  Temple  and  College  Streets. 
Prof.  William  C  Robinson  resigned. 
Asst.  Prof.  George  D.  Watrous  elected  full  Professor  of 

Contracts  and  Torts. 

1897.  Asst.  Prof.  John  Wurts  elected  to  full  Professorship  in 

Elementary  Law,  Real  Property,  and  Trusts. 
Three  years  course  inaugurated. 

1898,  Hon.  David  Torrance  of  the  Supreme  Court  of  Errors 

appointed  full  Professor  of  Evidence. 


VII. 

YALE  SCHOOL  OF  THE   FINE   ARTS. 

1831.  Trumbull  Gallery  erected  for  the  exhibition  of  the  paint- 
ings of  Col.  Trumbull. 

1857-8.    A  course  of  Art  lectures  first  given. 

1864-66.  A  building  erected  on  Chapel  St.  between  College 
and  High  Sts. 

1866.  A  department  added   by  the  Corporation,   called   the 

Yale  School  of  the  Fine  Arts. 

1867.  Collection  of  Trumbull  paintings  transferred  from  Trum- 

bull Gallery  to  the  new  School  of  Fine  Arts, 
1869.    Mr.  John  F.  Weir  elected  Professor  of  Painting  and 
Design,  and  Director  of  the  School. 
Mr.  D.  Cady  Eaton  elected  Professor  of  the  History 
of  Art. 
1871.    Mr.  John  H.  Niemeyer  elected  Professor  of  Drawing. 
1876.    Professor  Eaton  resigned. 

1879.    James  M.  Hoppin  appointed  Professor  of  the  History 
of  Art,  succeeding  Professor  Eaton. 
Courses   of   technical   instruction   provided,    and   both 
sexes  admitted. 
189 1.    Degree  of  Bachelor  of  Fine  Arts  conferred  for  the  first 
time,  in  June. 
Alice  Kimball  English  prize  founded. 

1894.  A  fellowship  prize  of  fifteen  hundred  dollars  established 

by  the  Corporation,  to  be  awarded  in  June,  1897. 

1895.  William  Wirt  Winchester  Fellowship  Prize  founded. 
Preparation  of  a  plaster  cast  for  the  statue  of  President 

Woolsey,  by  Professor  Weir. 
1897.    The  Winchester  prize  awarded  for  the  first  time. 
The  Alden  wood-carvings  purchased. 


VIII. 

TABLES     SHOWING     ATTENDANCE     OF     STUDENTS     AT 
YALE   IN   EACH   YEAR   FROM   ITS   FOUNDATION. 


IN  the  following  table,  in  the  years  from  1710  (at  which  time 
the  four-year  course  is  known  to  have  been  established)  to 
1796,  the  attendance  is  estimated  from  the  number  of  men  in 
each  class  at  graduation,  no  other  records  being  available. 


Year. 

Academic 
Dept. 

Year. 

Academic 
Dept. 

Year. 

Academic 
Dept. 

I7CI-I702 

I 

I733-1734 

81 

1765-1766 

116 

1 702-1 703 

8 

I 734-1 735 

82 

1 766-1 767 

98 

I 703-1 704 

* 

I735-I736 

68 

1767-1768 

93 

I 7 04- I 705 

* 

I736-I737 

70  . 

I 768-1769 

87 

I 705-1 706 

* 

^737--i72,^ 

66 

1769-1770 

97 

I 706-1 707 

* 

1738-1739 

68 

I 770-1 77 I 

108 

1707-1708 

* 

I 739-1 740 

82 

1771-1772 

124 

1708-1709 

* 

1740-1741 

76 

1772-1773 

134 

1 709-1 7 10 

* 

1741-1742 

83 

I773-1774 

154 

1710-1711 

17 

1742-1743 

78 

1774-1775 

164 

1711-1712 

17 

I 743-1 744 

82 

1775-1776 

163 

1712-1713 

18 

1744-1745 

103 

1776-1777 

'57 

1713-1714 

20 

I 745-1 746 

99 

1777-1778 

128 

1714-1715 

24 

1746-1747 

104 

1778-1779 

114 

1715-1716 

25 

1747-1748 

98 

1779-1780 

122 

1716-1717 

32 

174S-1749 

76 

1780-17S1 

147 

1717-1718 

41 

1 749-1 7 50 

70 

1781-1782 

190 

1718-1719 

36 

1750-1751 

69 

1782-1783 

215 

1719-1720 

43 

1751-1752 

70 

I783-I784 

231 

1720-1721 

51 

1752-1753 

89 

1784-1785 

214 

1721-1722 

46 

1 7  53-1 7  54 

112 

I 785-1 786 

174 

1722-1723 

61 

1754-1755 

139 

17S6-1787 

147 

1723-1724 

60 

1755-1756 

165 

1787-1788 

116 

1724-1725 

54 

1756-1757 

165 

1788-I7S9 

"5 

1725-1726 

62 

1 7 57-1 7 5S 

154 

1789-1790 

122 

1726-1727 

57 

1758-1759 

154 

1790-1791 

120 

1727-1728 

60 

I 7 59-1 760 

147 

1791-1792 

126 

I 7 28-1 7 29 

71 

1760-1761 

142 

I792-1793 

126 

1729-1730 

70 

1761-1762 

160 

1 793-1 794 

126 

1730-1731 

66 

1 762-1 763 

154 

I 794-1 795 

125 

1731-1732 

77 

1763-1764 

136 

I 795-1 796 

118 

1732-1733 

73 

1764-1765 

137 

*  Unknown. 


TABLES   OF   ATTENDANCE. 


425 


Unless  otherwise  stated,  the  following  tables   are  compiled 
from  catalogues  now  in  existence  : 


Year. 

Academic 
Dept. 

Year. 

Academic 
Dept. 

Year. 

Academic 
Dept. 

1796-1797 

"5 

1802-1803 

242 

180S-1809 

183 

I 797-1 798 

123 

I 803- I 804 

^ZZ 

1809-1810 

228 

179S-1799 

168 

1S04-1805 

200 

1810-1811 

255 

1 799-1800 

195 

1805-1806 

222 

1811-1812 

305 

1800-180 I 

217 

1 806-1807 

204 

1812-1813 

yz 

1801-1S02 

217 

1807-1808 

196 

Medical   Department    added,    1813,   and   first    mention   of 
Resident   Graduates,    found   in    18 14. 


Year. 

Academic 

Resident 

Medical 

Total. 

Department. 

Graduates. 

Department. 

1813-1814 

291 

37 

328 

1814-1815 

277 

16 

57 

350 

1815-1816 

271 

17 

64 

352 

1816-1817 

251 

18 

29* 

298 

1817-1818 

262 

21 

5° 

333 

1818-1819 

265 

29 

55 

349 

1819-1820 

282 

30 

64 

376 

1820-1821 

319 

31 

62 

412 

182I-1822 

325 

4 

78 

407 

1822-1823 

371 

18 

92 

481 

1823-1824 

374 

28 

71 

473 

*  Estimated  from  records  of  graduation  in  triennial  catalogue. 


Theological  and  Law  Departments  added. 


Year. 

Acad. 

Res. 

Medical 

Theol. 

Law 

Total. 

Twice 

Net 

Dept. 

Grad. 

Dept. 

Dept. 

Dept. 

Inserted. 

Total. 

1824-1825 

349 

80 

17 

13 

459 

1825-1826 

3S6 

75 

23 

16 

470 

1826-1827 

329 

4 

80 

31 

10 

454 

1827-1828 

335 

5 

91 

50 

20 

501 

I 828-1829 

325 

7 

68 

54 

20 

474 

1829-1830 

359 

6 

6i 

49 

21 

496 

426 


APPENDICES. 


Acad. 

Res. 

Medical 

Theol. 

Law 

Total. 

Twice 

Net 

Dept. 

Grad. 

Dept. 

Dept. 

Dept. 

Inserted. 

Total. 

I830-I83I 

346 

4 

69 

50 

33 

502 

I83I-I832 

331 

4 

48 

42 

44 

469 

I832-I833 

354 

46* 

49 

31 

480 

I833-I834 

376 

50* 

55 

39 

• 

520 

1834-1835 

354 

.S3* 

53 

43 

503 

I835-I836 

413 

5 

60 

(33 

31 

572 

I836-IS37 

411 

2 

50 

7b 

31 

570 

I837-I838 

403 

2 

48 

82 

33 

568 

4 

564 

I83S-I839 

411 

46 

74 

32 

5^3 

2 

^.^l 

1 839- 1 840 

438 

2 

45 

78 

45 

608 

I840-I84I 

429 

52 

61 

32 

574 

I84I-I842 

410 

3 

47 

59 

31 

550 

I 842- I 843 

376 

3 

52 

7b 

30 

537 

I 843-1 844 

383 

6 

60 

66 

44 

559 

I 844- I 84 5 

394 

5 

43 

64 

36 

5f 

1845-1846 

424 

5 

53 

67 

39 

588 

1 846-1 S47 

422 

5 

52 

53 

52 

584 

*  Estimated  from  records  of  graduation  in  triennial  catalogue- 


Department  of  Philosophy  and  the  Arts  added.     (Resident 
Graduates  included  under  head  of  Philos.  and  the  Arts.) 


Year. 

Acad. 
Dept. 

Med. 
Dept. 

Theolog. 
Dept. 

Law 
Dept. 

Philos. 

and  the 

Arts. 

Total. 

Twice 
Inserted. 

Total. 

1847-1S48 

379 

45 

44 

41 

II 

520 

I 848- I 849 

.385 

38 

45 

35 

14 

517 

I 849- I 8 50 

,386 

41 

52 

33 

20 

532 

I 

.531 

1850-1851 

432 

38 

38 

26 

21 

55.S 

1851-1852 

440 

37 

38 

27 

16 

558 

1852-1853 

446 

35 

37 

39 

46 

603 

1853-1854 

443 

41 

27 

38 

45  - 

594 

1854-1855 

450 

46 

24 

25 

60 

605 

1855-1856 

473 

32 

25 

26 

63 

619 

1856-1857 

472 

27 

23 

30 

46 

598 

1857-1858 

447 

29 

22 

31 

36 

565 

1858-1859 

4S6 

34 

21 

33 

36 

580 

2 

.578 

1859-1860 

502 

45 

27 

28 

40 

642 

I 

641 

1860-1861 

521 

38 

30 

38 

649 

1861-1862 

462 

38 

27 

28 

44 

599 

1862-1863 

460 

51 

25 

34 

47 

617 

1863-1864 

471 

45 

28 

31 

57 

632 

1864-1865 

458 

47 

23 

32 

84 

644 

1865-1866 

490 

41 

24 

35 

92 

682 

TABLES   OF   ATTENDANCE. 


427 


The  tabulation  of  students  in  the  Department  of  Philosophy 
and  the  Arts  is  divided  into  two  parts :  I.  Graduate  students 
in  philosophy,  etc.,  and  Special  students  in  same,  and  II. 
Graduates  and  undergraduates  in  the  Sheffield  Scientific 
School. 


Year. 

Acad. 
Dept. 

Med. 
Dept. 

Theol. 
Dept. 

Law 

Dept. 

Philos. 
and  the 

Arts. 

Sheffield 
Scienlific 
School. 

Total. 

serted 
Twice. 

Total. 

1866-1S67 

500 

31 

30 

26 

3 

119 

709 

I 867- I 868 

.SOS 

24 

32 

16 

120 

699 

1868-1869 

S19 

23 

25 

17 

8 

132 

.   . 

724 

1869-1870 

.Si« 

28 

35 

18 

2 

139 

740 

4 

736 

187O-187I 

522 

33 

55 

23 

2 

123 

7S« 

3 

7SS 

1871-1872 

527 

26 

69 

21 

27 

147 

817 

^ 

809 

School  of  Fine  Arts  added. 


> 

•6   D. 

So 

e5« 

|l 

•a 

i-P 

1< 

in 

•a 

4)  S 

0 

H 

I872-I873 

.S17 

24 

96 

36 

54 

200 

13 

940 

36 

904 

I 873-1 874 

512 

32 

lOI 

46 

64 

242 

6 

1003 

48 

955 

I874-I875 

S37 

SO 

103 

S3 

62 

248 

21 

1074 

43 

1031 

I875-I876 

S82 

42 

99 

76 

63 

224 

30 

II16 

65 

1051 

I876-I877 

S69 

36 

9S 

60 

69 

206 

16 

IO5I 

30 

1021 

I877-IS7S 

S77 

S« 

107 

S9 

SO 

-194 

23 

1066 

27 

1039 

I878-I879 

SS7 

s« 

67 

68 

46 

194 

30 

1050 

28 

1022 

I879-I880 

S8i 

32 

88 

74 

39 

17s 

39 

1028 

25 

1003 

i88o-i88i 

612 

2S 

93 

64 

29 

190 

46 

1059 

22 

1037 

1881-18S2 

601 

21 

97 

68 

44 

18  s 

SO 

1066 

24 

1042 

1882-1883 

611 

30 

106 

«S 

41 

206 

40 

III9 

23 

1096 

1883-1884 

612 

31 

99 

69 

30 

212 

49 

I  102 

10 

1092 

1884-1885 

S8o 

27 

107 

68 

37 

249 

40 

1 108 

22 

1086 

1885-1886 

S63 

28 

no 

62 

42 

2SI 

48 

I  104 

28 

1076 

I 886- I 887 

S70 

27 

108 

79 

S6 

279 

44 

I  163 

29 

"34 

1887-1888 

614 

26 

117 

94 

69 

291 

S« 

1269 

24 

1245 

I 888- I 889 

688 

3S 

133 

106 

79 

308 

47 

1396 

31 

1365 

I 889-1 890 

73(5 

S4 

136 

III 

81 

343 

42 

1503 

26 

1477 

1890-1891 

832 

6.3 

139 

116 

104 

379 

44 

1677 

32 

1645 

1891-1892 

888 

74 

122 

155 

76 

461 

37 

I813 

29 

1784 

428  APPENDICES. 

Department  of  Music  added. 


■a  m 

•  1  - 

C  " 

a 

1^ 

-6  a, 

IS 

•Is- 

0  V 

0  11 

u 

Q 

1^ 

1 

I 892 -1893 

966 

76 

109 

171 

125 

529 

31 

7 

2014 

45 

1969 

I893-I894 

1086 

80 

119 

188 

143 

601 

30 

9 

2256 

54 

2202 

I894-I895 

1 1 50 

100 

116 

195 

'^^ 

662 

41 

25 

2427 

77 

2350 

I895-I896 

1 199 

125 

105 

224 

176 

584 

46 

S3 

2512 

97 

2415 

I896-I897 

1237 

i3« 

104 

213 

227 

553 

53 

76 

2601 

106 

2495 

I897-I898 

1241 

128 

102 

198 

262 

543 

78 

70 

2622 

122 

2500 

1898-1899 

1224 

no 

95 

194 

283 

567 

84 

76 

2633 

122 

2511 

These  are  mentioned  in  the  catalogues  but  are  not  included 
in  the  totals. 

1896-1897  Courses  for  Teachers  120 

1897-1898  "  "  145 

1898-1899  "  "  163 


IX. 

TABLE  OF   GIFTS. 

THE  following  table  shows  the  main  sources  from  which 
the  larger  gifts  of  money  and  land  and  books  and  build- 
ings have  come  to  Yale  since  her  foundation. 

This  cannot  be  absolutely  complete,  for  the  records,  particu- 
larly of  the  early  times,  are  far  from  perfect.  It  is  believed, 
however,  that  there  are  here  set  forth  the  main  sources  of  in- 
come of  the  earliest  time,  and  all  the  gifts  of  considerable 
amount  in  latter  days.  In  the  case  of  land  and  books,  it  is 
not  always  attempted  to  give  the  valuation.  The  great 
Lampson  bequest  is  not  mentioned,  being  at  this  time  still  in 
Htigation.  The  tabulations  in  Ebenezer  Baldwin's  history,  the 
records  in  Kingsley's  "Yale  College,"  and  in  Dexter  s  "  Yale 
University,"  and  the  tabulations  in  President  Dwight's  reports  are 
the  sources  chiefly  used.     The  table  follows  :  — 

Administration  of  Abraham  Pierson,  1701-1707. 

For  use  of  College,  by  Hon.  James  Fitch,  1701,  six  hundred  acres 
in  Killingly. 

Annual  subsidy  by  Legislature,  ;fi2o  "country  pay"  which 
equalled ;^6o 

Small  house  by  Nathaniel  Lynde,  1702. 

Administration  of  Samuel  Andrew,  1707-1719. 

Seven  hundred  and  twenty  volumes  "  of  great  value  "  sent  from 
England  by  several  famous  Englishmen,  in  1714. 

For  buildings,  by  the  State,  17 15 £2^0 

Realized  from  goods  sent  by  Governor  Yale,  1718     .     .     .     ^^562,  I2J 

For  College  expenses  by  Madame  Saltonstall,  17 17 ;fio 

For  College  expenses  by  Jahaleel  Brenton,  17 18 )Cy> 

Several  gifts  of  land  by  New  Haven  people. 


430  APPENDICES. 

Administration  or  Timothy  Cutter,  1719-1722. 

For  rector's  house  by  private  subscription,  about jCS^ 

The  General  Assembly  by  impost  on  rum  for  the  same  purpose     £11 S 

Administration  of  Elisha  Williams,  1726-1739. 

Extra  government  grants  three  hundred  acres. 

Estate  of  Whitehall  near  Newport,  ninety-six  acres  by  George 
Berkeley,  1733. 

One  thousand  choice  volumes  by  George  Berkeley,  1733,  valued 
at ^400 

Subscription  for  surveying  instruments,  etc.,  by  Joseph  Thompson 
and  sundry  other  gentlemen ^^58 

Administration  of  Thomas  Clap,  1740-1766. 

1742.  General  Assembly  for  a  new  kitchen  and  fence  about  the 
rector's  house,  and  new  covering  for  the  President's  house  .     .     .    ;^I30 

South  Middle  and  land  on  which  it  stands  by  Colony  Legisla- 
ture, from  a  lottery,  17 50-1 7 52  (valued  at) ;^  1,660 

Towards  fund  for  Professor  of  Divinity  by  Hon.  Col.  Philip  Liv- 
ingston   ^28,  lOJ. 

Land  for  house  for  Professor  of  Divinity  by  President  Clap      .       ^40 
For  house  for  Professor  of  Divinity,  by  subscriptions   ....     ;^I02 

For  building  the  chapel  by  popular  subscriptions ^^205 

By  the  General  Assembly  toward  finishing  the  chapel      .      jC^4S>  ^3^- 
Richard  Jackson  toward  finishing  the  chapel ;^ioo 

Administration  of  Naphtali  Daggett,  1766-1777. 

1770.     Governor  Trumbull,  land $100.00 

1777.     Mrs.  Elizabeth  Smith .     .     $200.00 

Administration  of  Ezra  Stiles,  1778-1795. 

178 1.  Towards  a  fund  for  endowment  of  Professorship  of  He- 
brew, by  Richard  Salter,  a  tract  of  land,  avails  now  amount  to     $3,700.00 

Permanent  fund  by  Dr.  Daniel  Lathrop .;^500 

Towards    fund    for    purchase    of    philosophical    apparatus,    by 

Samuel  Lockwood ;^ioo 

For  benefit  of  library  by  Samuel  Lockwood $1,122.33 

As  a  result  of  a  closer  union  with  the  State,  grants  were  ob- 
tained amounting  to  ^2,500,  and  South  College  built,  1793-94;  also 
fund  for  Professorships  started. 


TABLE   OF  GIFTS.  431 

1807.     Hon.  Oliver  Wolcott  for  a  library  fund      ....       $2,000.00 
1813.     Nineteen  hundred  acres  of  land  in  Holland,  Vt.,  by  Isaac 
Beers  of  New  Haven. 

Administration  of  Timothy  Dwight,  1795-1817. 
Medical  School  building  by  the  State,  1814 $30,000.00 

Administration  of  Jeremiah  Day,  1817-1846. 

Without  conditions,  by  Noah  Linsley $3,000.00 

For  library  fund,  by  John  T.  Norton $5,000.00 

For  library  fund,  Dr.  Alfred  E.  Perkins $10,000.00 

1822.  Endowment  fund  for  new  Theological  Professorship,  by 
popular  subscription $27,612.44 

Donations  to  Sacred  Literature  Professorship $9,229.22 

Donations  for  Theological  purposes $1,530.00 

Endowment  of  Professorship  of  Natural  Philosophy,  by  Israel 
Munson $15,000.00 

1823.  For  use  of  College,  by  Sheldon  Clark,  property  in  Ox- 
ford, Conn.,  value  now  about $38,000.00 

For  use  of  College,  from  David  C.  De  Forest $5,000.00 

1825.  Popular  subscription  in  New  Haven  and  New  York  to  pur- 
chase "  Gibbs  Mineralogical  Cabinet  " $14,300.00 

Endowment  of  Silliman  Professorship  of  Natural  History,  by 
Edward  E.  Salisbury  and  others  upwards  of $10,000.00 

Arthur  Tappar  of  New  York $4,100.00 

1831.  From  the  Legislature $7,000.00 

Raised  by  popular  subscription,  1S31-1836,  $100,000.00,  of  which 

$82,950.00  was  given  especially  for  the  support  of  the  Academical 
Department. 

1832.  Trumbull  Gallery  (now  Treasury  Building)  from  the  State  $7,000.00 
Fund  for  indigent  students  by  Solomon  Langdon,  1835 .     .      $4,000.00 

Administration  of  Theodore  Dwight  Woolsey,  1846-1871. 

Endowment  for  the  Professorship  of  Modern  Languages  by 
Augustus  R.  Street $12,560.00 

1848.     Donation  by  Mr.  Lewis $2,545.85 

Four  Scholarships  for  Freshmen  by  President  Woolsey,  $1,000.00 
each $4,000.00 

The  Bristed  Scholarship  for  Sophomores  and  Juniors,  so  called 
because  given  by  Charles  Astor  Bristed,  184S $1,350.00 

Subscriptions  started  in  1852  and  completed  in  1854  and  called 


432  APPENDICES. 

"Fund  of  1854,"  amounted  to ^106,390.00 

of  which  $70,000.00  was  devoted  to  Academical  Department. 

1853-1857.  From  Linonia  and  Brothers  for  Alumni  Hall  Fund  $11,099.88 

1854.  Battell  fund  for  sacred  music $5,000.00 

1855.  Funds  for  Scientific  Agriculture  and  applied  science  $15,000.00 
Funds  for  the  Theological  Department   by  Chauncey   A.  Good- 
rich  $10,000.00 

Benjamin  Hoppin $15,000.00 

Miss  Lucretia  Deming $5,000.00 

Legacy  of  William  Burroughs $10,000.00 

1859.     ^°^  the  Sheffield  Scientific  School,  J.  E.  Sheffield  purchased 
and  enlarged  the  old  Medical  College,  and  stocked  it  with  apparatus, 

at  an  expense  of $150,000.00 

For  fund  for  endowment  of  Professorships  in  the  Sheffield  Scien- 
tific School,  by  J.  E.  Sheffield $50,000.00 

1861.     Fund  for  Professorship  of  Modern  Languages    .     .       $5,955.60 

1863.  Donations  for  Sanskrit  Professorship  Fund  .  .  .  $12,000.00 
1865.     Donations  for  a  library  fund  for  Sheffield  Scientific  School 

by  J.  E.  Sheffield $10,000.00 

1864.  Donations  to  New  Chapel  Fund $3,000.00 

to  Professorship  of  Botany  fund $20,000.00 

For  library  fund  Academic  Department  accumulations  of  legacy 

bequeathed  by  Addin  Lewis $5,000.00 

1864.  Root  scholarship  fund  in  Theological  School  .  .  $18,500.00 
Funds  for  instruction  in  Theological  School  by  Governor  William 

A.  Buckingham     . $25,000.00 

Endowment  for  the  chair  of  Ecclesiastical  History  by  Augustus 

R.  Street,  1868 $50,000.00 

For  Sheffield  Scientific  School,  from  the  State  the  income  of  $135,000.00 
Museum  of  Natural  History,  by  George  Peabody,  1866  .  $150,000.00 
Building  for  School  of  Fine  Arts,  by  Augustus  R.  Street  (1864) 

approximately $200,000.00 

Endowment  and  gifts  for  same  by  Mr.  and  Mrs.  A.  R.  Street  $117,000.00 
Endowment  for  Professorship   of   Hebrew,  by  Samuel    Holmes, 

1868 $14,000.00 

Holmes  Scholarship  in  the  Academical  Department  by   Samuel 

Holmes $1,000.00 

East  Divinity  Hall,  by  Messrs.  A.  and  C.  Benedict,  1870    .     $20,000.00 

William  E.  Dodge $10,000.00 

Prof.  S.  F.  B.  Morse = $10,000.00 

Aaron  Benedict $10,000.00 

By  Daniel  Hand $10,000.00 

other  sums  amounting  to $93,000.00 


TABLE   OF   GIFTS.  433 

1871.     Marquand  Chapel,  building,  heating  apparatus,  carpeting, 
and  furniture,  by  Frederick  Marquand,  over $27,000.00 

A  reference  library   for   the  Divinity    School,    by   Henry   Trow- 
bridge, 1870,  2,000  volumes. 

For  foundation   of  a   lectureship   on  Preaching,  in  the    Divinity 
School  by  Henry  W.  Sage $10,000.00 

Farnam  Hall,  by  Hon.  Henry  Farnam $60,000.00 

1S70.     (Total  cost  of  Farnam  Hall  $125,000.00) 

Durfee  Hall,  by  Bradford  M.  C.  Durfee,  187 1      ....     $130,000.00 

Endowment  for  Professorship  of  Sanskrit,  by  Edward  E.  Salis- 
bury, 1870 $50,000.00 

Endowment   for    Professorship   of    Dynamical    Engineering,   by 
Mrs.  Susan  K.  Higgin,  Liverpool,  England ;^S,ooo 

Permanent  fund  for  Endowment  of  Sheffield  Scientific  School  by 

J.  E.  Sheffield $75,000.00 

others $55,000.00 

For  Observatory,  by  Mrs.  James  A.  Hillhouse  and  daughters,  six 
acres,  1858. 

For  same  purpose,  by  Hon.  O.  F.  Winchester,  1 871,  thirty-two  acres. 

Administration  of  Noah  Porter,  1871-1886. 
West  Divinity  Hall  by  Frederick  Marquand,  one  half  expense, 

1874 $80,000.00 

For  the  same  purpose  by  Charles  Benedict $10,000.00 

James  E.  English $5,000.00 

Wells  Southworth $5,000.00 

John  De  Forest $5,000.00 

Eli  Curtis $5,000.00 

Daniel  Hand $7,000.00 

Other  subscriptions $43,000.00 

Soldiers'  Memorial  Fellowship,  by  Mrs.  Theodosia  D.  Wheeler, 

1875 $10,000.00 

Douglas  Fellowship,  by  Mrs.  Mary  Ann  Douglas  Miller,  1873  [in- 
come equals  $600]. 

Foote  Fellowship,  by  H.  W.  Foote $25,000.00 

Fund  in  Elocution  in  Divinity  School,  by  Frederick  Marquand, 

1874 $5,000.00 

For  musical  Library  Fund  in  Divinity  School,  by  Mrs.  Irene  Bat- 
tell  Earned,  1877 $5,000.00 

For  same  purpose,  other  subscriptions $18,000.00 

Woolsey  Fund,  by  general  subscription $168,000.00 

Funds  for   Academical  Department,  by  Dr.  T.   Dwight    Porter, 
1878-1880 $115,000.00 


434  *  APPENDICES. 

Without  conditions  (used  for  aid  of  needy  students  in  Academi- 
cal Department)  estate  of  Henry  T.  Morgan $S6,ooo.oo 

Assistance  of  indigent  students,  bequest  of  Hon.  Henry  L.  Ells- 
worth died  in  1S58,  available  first  in  1876,  now  amounts  to     .    $56,000.00 
Lawrance  Hall  by  Mr.  and  Mrs.  Francis  C.  Lawrance,  parents  of 

Thomas  Garner  Lawrance,  '84,  1 885-1 886 $50,000.00 

Dwight  Hall,  by  Elbert  B.  Monroe,  1885-1886 $60,000.00 

Battell  Chapel,  by  Hon   Joseph  Battell,  1874     ....      $200,000.00 
North  Sheffield  Hall,  by  Joseph  E.  Sheffield,  land  on  which  it 

stands,  and  building  valued  at  (1S75) $100,000.00 

Dunham  Fund,  by  Austin  Dunham $10,000.00 

others $12,623.00 

Endowment  of  chair  of  Biblical  Theology,  by  Henry  Winkley  $50,000.00 
General  Fund  of  the  Divinity  School,  by  Asa  Otis      .     .     .  $25,000.00 

For  books  for  Law  School  Library,  by  friends $25,000.00 

Permanent   library   fund   for    Law    School,    by    James    E.    Eng- 
lish     $10,000.00 

General  Fund  of  Medical  School,  by  John  De  Forest,  1877     $5,000.00 
Endowment  of  Professorship  of  Common  Law,  by  Hon.  La  Fay- 
ette S.  Foster,  1880 $60,000.00 

For  Department  of  Comparative  Anatomy,  by  Dr.  Henry  Bron- 

son,  in  1878 $5,090.00 

1880 $5,000.00 

1883 $5,000.00 

For  library  funds  in  the  Academical  Department,  by  the  Class 

1872 $2,095.00 

For  Leavenworth  Scholarship  Fund,  by  Elias  W.  Leavenworth  $5,400.00 
For  Kent  Laboratory,  by  Albert  E.  Kent,  1885     ....     $30,000.00 

Administration  of  Timothy  Dwight,  1886-1898. 

1886-1887. 

Professorship  of  Comparative  Anatomy,  by  Dr.  Henry  Bronson 

(in  addition  to  $15,000  previously  given) $2,500.00 

To  increase  the  De    Forest    Fund   for  Mathematical   Prizes,   by 

Erastus  L.  De  Forest $4,000.00 

For  the  furtherance  of  Latin  studies,  by  the  daughters  of  Lucius 

F.  Robinson  of  Hartford $5,000.00 

For  Woolsey  Fund  by  Rev.  Edgar  L.  Heermance     .     .     .       $1,000.00 

For  Sloane  Laboratory  by  John  Sloane $5,000.00 

For  Sloane  Laboratory  by  Thomas  C.  Sloane $3,000.00 

For  Leavenworth  Scholarship  Fund,  by  Hon.  Elias  W.  Leaven- 
worth, in  addition  to  $5,400.00  previously  given $2,500.00 


TABLE   OF   GIFTS.  435 

For  Kent  Laboratory  by  Albert   E.  Kent  in  addition  to  $30,000.00 

previously  given $45,000.00 

Edward  J.  Phelps  Professorship  of  Commercial  Law  and  Contracts 
in  the  Law  Department,  by  an  anonymous  donor     ....     $25,000.00 
For  general  fund  of  the  Theological  Department  by  Morris  K. 

Jesup $2,500.00 

Chittenden  Library  by  Hon.  Simeon  B.  Chittenden  .     .     .  $100,000.00 
Mrs.  Miriam  Osborn  for  a  new  building  for  lecture  and  recita- 
tion rooms ....  $125,000.00 

For  fund  and  expenses  of  the  Semitic  Professorship,  small  sums 

amounting  to $7,700.00 

For  the  expenses  of  the  Observatory,  a  total  of     ...     .       $1,850.00 

For  new  gymnasium  a  total  of $5,450.00 

Hugh  Chamberlin    Scholarship,  by    Hon.  Daniel    H.  Chamber- 
lin $1,500.00 

1887-1S88. 
For  the  Department  of  Comparative  Astronomy  by  Dr.  Henry 

Bronson  (in  addition  to  previous  gifts) $10,500.00 

For  general  purposes  by  Alexander  Duncan $20,000.00 

For  general  purposes  from  estate  of  Mrs.  Urania  Battell  Humph- 
rey   $15,000.00 

To  increase  Earned  Scholarship  Funds  from  estate  of  Mrs.  Urania 

Battell  Humphrey $6,000.00 

To  increase  funds  for  instruction   in  Music  from  estate  of  Mrs. 

Urania  Battell  Humphrey $5,000.00 

For   funds   for   instruction   in    Mathematics,  by   Erastus    L.    De 

Forest $10,000.00 

Fund  for  Scholarships  from  estate  of  Dr.  Charles  L.  Ives  $5,000.00 
For  foundation  of  a  Professorship  of  Greek  by  Dr.  Alvan  Tal- 

cott $25,000.00 

For  Henry  J.  Ten  Eyck  Prizes,  by  the  Kingsley  Trust  Associa- 
tion   $2,600.00 

For  general  purposes  by  Rev.  Dr.  Burdett  Hart  ....  $6,388.00 
For  funds  of  the  University  by  Oliver  B.  Jennings  .  .  .  $5,000.00 
For  Recitation  Building  from  the  donor  an  additional  .  .  $35,000.00 
For  aid  of  students  in  the    Divinity    School,    by   an  anonymous 

donor .       $2,000.00 

For  Professorship  of  Semitic  Languages $3,200.00 

For  general  fund  of  the  Divinity  School,  by  Robert  Peck         $1,000.00 
For  the  income  of  the  Medical  School  by  an  anonymous  donor  $1,260.00 
For  the  salary  of  an  Assistant  in  the  Department  of  Semitic  Lan- 
guages, by  an  anonymous  donor $3,000.00 


436  APPENDICES. 

For  Chittenden  Library,  by  Hon.  Simeon  B.  Chittenden,  in  ad- 
dition to  $100,000.00  previously  given $25,000.00 

Also  a  memorial  window. 

Avails  of  the  estate  of  Henry  L.  Ellsworth  ....  .     $25,000.00 

For  funds  of  the  Divinity  School  by  Alfred  S.  Barnes   .     .       $1,000.00 

From  a  friend  for  the  aid  of  students $1,200.00 

For  scholarship  funds  in   the    Divinity    School,  by    Walter    W. 

Seymour $9,000.00 

For  John  C.  Holley  Memorial  Fund $2,000.00 

1888-1889. 

Funds  for  Academical  Department,  from  estate  of  Philip  Marrett 
of  New  Haven $130,000.00 

Avails  of  the  estate  of  Henry  L.  Ellsworth  .     .     .     .     .     .     $13,641.52 

Repairs  on  Farnam  Hall,  by  Mrs.  Henry  Famam     .     .     .      $2,000.00 

For  foundation  of  Woolsey  Professorship  of  Biblical  Literature 
by  "certain  gentlemen" $50,000.00 

For  foundation  of  the  John  Sloane  Fellowship,  by  John  Sloane, 
New  York $10,000.00 

For  Department  of  Comparative  Anatomy  by  Dr.  Henry  Bronson 
in  addition  to  $28,090.00  previously  given $24,963.65 

The  George  W.  Nichols  Memorial  Fund,  by  Rev.  Dr.  George  W. 
Nichols $5,000.00 

For  foundation  of  Scott  Hurtt  Scholarship,  in  Academic  Depart- 
ment, by  classmates  and  friends  of  B.  Scott  Hurtt,  '78       .     .       $5,000.00 

For  foundation  of  William  L.  Storrs  Lectureship  in  the  Law  De- 
partment, by  the  Misses  E.  T.  and  M.  A.  Robinson      .     .     .      $5,000.00 

For  Holmes  Professorship  of  the  Hebrew  Language  and  Litera- 
ture, in  the  Theological  Department,  by  Samuel  Holmes  (in 
addition  of  $14,000.00  previously  given) $11,000.00 

For  Holmes  Scholarships  in  the  Academical  Department  by 
Samuel  Holmes  (in  addition  to  $1,000  formerly  given)      .     .       $3,000.00 

To  the  income  of  the  Medical  School  from  two  anonymous 
donors $2,750.00 

For  Sheffield  Scientific  School,  from  estate  of  Joseph  E.  Shef- 
field, real  estate,  including  the  Sheffield  mansion  and  grounds, 
appraised  value $182,000.00 

For  Professorship  of  Semitic  Languages,  by  Hon.  Robbins  Battell 
and  Miss  Anna  Battell $2,000.00 

For  aid  of  students  in  the  Divinity  School,  by  "a  friend"         $1,000.00 

For  the  salary  of  Assistants  in  the  Department  of  Semitic  Lan- 
guages, by  "two  friends  of  Bible  study  "     $1,500.00 


TABLE  OF  GIFTS.  437 

For  Osborn  Hall,  by  Mrs.  Osborn  (in  addition  to  $160,000.00  pre- 
viously given) $20,000.00 

For  Astronomical  Observatory,  by  Prof.  Elias  Loomis,  the  income 
of $100,000.00 

For  fund  for  new  Gymnasium,  contributions  (in  addition  to  $12,450.00 
previously  given)  amount  to $137,000.00 

For  Professorship  in  Semitic  Languages,  sums  amounting  to  $1,675.00 

1889-1890. 

For  Department  of  Comparative  Anatomy,  by  Dr.  Henry  Bronson 

(in  addition  to  $53,053.65  previously  given) $27,246.35 

For  general  funds  of  the  University,  by  Mrs.  Harriet  T.  Leaven- 
worth   $15,000.00 

For    funds    of    the   University   Library,   from   estate   of   George 

Gabriel $10,000.00 

For  scholarship  funds   of  the   Theological   Department  by  the 

same $5,000.00 

For  a  new  Dormitory  building  on  the  College  grounds,  for  Aca- 
demical Department,  by  "a  friend"  (Pierce  N.  Welch)     .      $125,000.00 
Salary  of  Professor  of  Music,  by  Mrs.  Ellen  Battell  Eldridge  $1,000.00 
For  Income  of  the  Sheffield    Scientific   School,  by   Mrs.   Henry 

Farnam $4,000.00 

Improvements  at  the  Sloane  Laboratory,  by  Thomas  C.  Sloane  $1,125.71 
For  aid  of  students  in  the  Divinity  School,  by  "  a  friend".  $1,000.00 
For  the   Astronomical   Observatory,  from   estate   of  Prof.  Elias 

Loomis $12,415.51 

For  purchase  of  the  Barringer  Collection  of  Egyptian  Antiquities 

by  Hon.  William  Walter  Phelps $1,500.00 

For  the  income  of  the  University  Library  by  the  same  donor  $3,000.00 
For  foundation  of  Waterman  Scholarships  in  the  Academical  De- 
partment, from  estate  of  Thomas  Glasby  Waterman  ....  $40,000.00 

For    Henry  Allis   Scholarship  Fund  in   the  Theological  Depart- 
ment, from  estate  of  Mrs.  Emily  W.  Colton $9,000.00 

For  organ  in  Marquand  Chapel,  by  "a  friend" $1,750.00 

Contributions  for  new  Gymnasium  (in  addition  to  $149,450.00  pre- 
viously mentioned) $28,050.00 

Charles    Jesup    Fund    in    the    Divinity    School,    by    Morris    K. 

Jesup $50,000.00 

Contributions  to  the  Alumni  University  Fund $9,238.60 

For  books  for  Kent  Laboratory,  by  Albert  E.  Kent     .     .     .    $1,000.00 
From  two  friends   for  the   salary  of   Assistants  in  Semitic  Lan- 
guages   $1,500.00 


438  APPENDICES. 

1890-1891. 

For  general   funds   of  the  University,  from  estate  of  Daniel  B. 

Fayerweather $74,300.94 

For  general  funds  of  the  Sheffield  Scientific  School,  from  estate  of 

Daniel  B.  Fayerweather $37,150.46 

Endowment  for  Professorship  of  Mathematics  in  the  ShefiQeld  Sci- 
entific School,  from  estate  of  James  E.  English   $20,000.00 

Funds  for  the  University  Library,  from  estate  of  James  E.  Eng- 
lish   $10,000.00 

New  building  for  Sheffield  Scientific  School,  by  Prof.  Henry  W. 

Farnam $10,250.00 

For  income  of  the  University  Library,  by  Hon.  William  Walter 

Phelps       $3,000.00 

For  Sloane  Laboratory,  from  estate  of  Thomas  C.  Sioane  $75,000.00 
Salary  of  Professor  of  Music,  by  Mrs.  Ellen  Battell  Eldridge  $1,000,00 
For  Marett  Scholarship  Fund,  from  estate  of  Philip  Marett  $2,294.95 
For  Medical  Department  by  Mrs.  Henry  Farnam  .  .  .  $5,000.00 
For  income  of  Sheffield  Scientific  School,  by  Mrs.  Henry  Far- 
nam       $2,000.00 

For  further  endowment  of  the  Edward  J.  Phelps  Professorship  in 

the  Law  School,  by  J.  Pierpont  Morgan $25,000.00 

For  Scholarship  fund  of  the  Academical  Department,  from  estate 

of  Joseph  A.  Christman $22,631.53 

Salary  of  an  instructor  in  English  in  the  Academical  Department, 

by  Edward  W.  Southworth $1,000.00 

For  Henry  W.  Allis  Scholarship  Fund  in  the  Theological  Depart- 
ment, from  estate  of  Mrs.  Emily  W.  Colton  (in  addition  to  $9,000.00 

previously  mentioned) $2,000.00 

For  the  aid  of  students  in  the  Divinity  School       ....       $1,000.00 

For  repairs  on  East  Divinity  Hall,  a  total  of $6,600.00 

For  Yale  Infirmary,  sums  amounting  to $13,248.00 

For  the  Medical  School  by  Dr.  Job  Kenyon $1,000.00 

For   the   new   building  for  Sheffield  Scientific   School,  by    Prof. 

George  J.  Brush $1,000.00 

Thomas  G.  Bennett $1,000.00 

A.  B.  Hill $1,000.00 

Contributions  to  the  Alumni  University  Fund       ....      $6,499.61 
For    Sheffield    Scientific    School,   by    United    States    appropria- 
tions      $48,000.00 

Contributions  to  new  Gymnasium  (in  addition  to  $177,500.00  pre- 
viously mentioned) $22,071.87 

For  Susan  B.  Dwight  Fellowship  in  the  Theological  Department, 
by  "  a  friend  " $3,500.00 


TABLE   OF   GIFTS.  439 

For  general  funds  of  the  University,  from  estate  of  Russell  A. 
Bigelow $2,000.00 

1891-1892. 

For  the  Yale  Infirmary,  by  Mrs.  William  Walter  Phelps  through 
Mrs.  Cornelius  Vanderbilt,  Treasurer  of  the  New  York  Committee  of 
Ladies,  by  several  ladies  in  Pittsburgh,  and  by  other  subscrip- 
tions      $22,150.00 

Winchester  Hall,  by  Mrs.  Jane  E.  Winchester      ....  $130,000.00 
Alfred   Barnes    Palmer  Scholarship   in   the  Academical  Depart- 
ment, by  Rev.  Charles  Ray  Palmer $5,000.00 

Repairs  on  Farnam  Hall,  by  Mrs.  Henry  Farnam      .     .     .       $1,000.00 
Mrs.  Henry  Farnam  for  Medical  School  Building  Fund     .       $1,000.00 
For  income  of  Medical  School,  by  Mrs.  Henry  Farnam     .       $4,000.00 
For  Henry  W.  Allis  Scholarship   Fund,  in  the  Theological  De- 
partment, from  estate   of   Mrs.  Emily    W.  Colton  (in   addition   to 

$11,000.00  previously  mentioned) $3,043.50 

Salary  of  a  stenographer  for  the  University,  by  Matthew  C.  D. 

Borden $1,000.00 

From  estate  of  D.  B.  Fayerweather  for  funds  of  University  $79,940.65 

Sheffield  Scientific  School $37,970.32 

For  new  building  for  Sheffield  Scientific  School,  by  Hon.  William 

Walter  Phelps $5,000.00 

For   Medical  School   Building   Fund   by    Hon.  William    Walter 

Phelps $1,000.00 

three  friends $6,000.00 

small  sums $6,290.00 

Mrs.  Henry  Farnam $1,000.00 

For  income  of  the  University  Library,  by  Hon.  William  Walter 

Phelps $3,000.00 

Contributions  to  the  Alumni  University  Fund      ....       $6,712.67 
of  which  $5,000.00  was  assigned  to  income  of  year. 

To  provide  for  the  chair  of  Professor  Sumner,  during  his  absence 
in  Europe,  by  H.  F.  Dimock,  O.  H.  Payne,  and  W.  C.  Whitney  $2,000.00 
For  aid  of  students  in  Divinity  School,  by  "  a  friend  "  .     .       $1,000.00 

small  sums $1,093.20 

For  ^Sheffield  Scientific  School,  by  United  States  appropria- 
tion        $18,000.00 

Salary  of  Professor  of  Music,  by  Mrs.  Ellen  Battell  Eldridge  $1,000.00 

For  aid  of  students,  by  "  a  friend" $1,230.34 

Funds  for  instruction  in  the  Theological  Department,  from  estate 

of  Mrs.  Caroline  E.  Washburn $25,000.00 

For  new  Gymnasium  (in  addition  to  $197,571.87  previously  men- 
tioned)        $11,919.91 


440  APPENDICES. 

For  general  fund  of  the  University,  from  estate  of  Lyell  T. 
Adams $4,000.00 

For  purchase  of  remarkable  specimen  of  meteoric  iron,  by  friends 
and  sons  of  Professor  Loomis $1,250.00 

For  purchase  of  furniture  for  the  Infirmary,  a  total  of  .     .       $3,307.00 

From  estate  of  Mrs.  E.  P.  Fogg  for  W.  H.  Fogg  scholarship 
fund $38,000.00 

1892-1893. 

Vanderbilt  Hall,  by  Mr.  and  Mrs.  Cornelius  Vanderbilt. 
For  foundation  of  Scott  Hurtt  Fellowship  in  the  Academical  De- 
partment, by  Mrs.  Sarah  I.  Hurtt $12,000.00 

To  found  Thacher  Memorial  Prize  Fund,  by  Class  of  1842.     $3,000.00 
Yale  Infirmary  Endowment  fund,  by  Mrs.  Timothy  D wight    $1,000.00 

White  Hall,  by  Dr.  Andrew  J.  White $150,000.00 

For  Theological  Department,  from  estate  of  Mrs.  Mary  C.  L. 

Fitch $1,000.00 

from  estate  of  Ezekiel  H.  Trowbridge $5,000.00 

by  small  sums $1,656.35 

For  University  Library,  by  Hon.  William  Walter  Phelps  (the  in- 
come of  the  Phelps  legacy) $3,000.00 

For  income  of  the  Medical   Department,  by  Mrs.   Henry  Far- 

nam $3,000.00 

For  repairs  in  Farnam  Hall $1,000.00 

For  new  building  for  the  Law  Department,  contributions  amount- 
ing to $53,000.00 

Contributions  to  the  Alumni  University  Fund $7>749-^S 

For  Woolsey  Fund,  payments  in  liquidation  of  National  Bank  of 

Missouri $1,830.20 

For  enlargement  of  Battell  Chapel,  by  Hon.  Robbins  Battell  and 

Mrs.  Ellen  Battell  Eldridge $27,472.67 

Alice  Kimball   English   Prize   Fund  in  Art  School,  by  Mr.  and 

Mrs.  Henry  F.  English $1,000.00 

Furniture  for  the  Trophy  room,  by  the  Class  of  1877     .     .       $1,500.00 
For  the  new  Gymnasium,  a  total  of  (in  addition  to  $209,491.78 

previously  mentioned) $9,013.68 

For  University  Library  Fund,  from  estate  of  Mrs.  Ellen  Battell 

Eldridge $15,000.00 

From  a  friend  for  poor  students  in  the  Divinity  School      .       $1,000.00 
For  increase  of  endowment   of   Battell  Professorship   of   Music, 

from  estate  of  Mrs.  Ellen  Battell  Eldridge $20,000.00 

For  the  foundation  of  two  graduate  scholarships,  to  be  known  as 


TABLE   OF   GIFTS.  441 

the  Ellen  Battell  Eldridge  Scholarships,  from  estate  of  Mrs.  Ellen 

Battell  Eldridge $24,000.00 

From  Mrs.  E.  K.  Hunt  for  the  Medical  School      ....    $25,000.00 

1893-1S94. 

Benedict  Fund  by  Frank  W.  Benedict $1,000.00 

For  foundation  of  Austin  F.  Howard  Scholarship,  in  Academical 

Department,  from  estate  of  James  T.  Howard $4,426.81 

For  part  expense  of  new  Steam  Heating  Plant,  by  Cornelius  Van- 

derbilt $14,000.00 

For  photographic  apparatus  for  Observatory,  by  National  Acad- 
emy of  Science  (an  appropriation  from  income  of  a  fund  bequeathed 

the  Academy  by  Prof.  J.  Lawrence  Smith) $2,000.00 

For  White  Hall,  by  Dr.  Andrew  J.  White  (in  addition  to  $150,000.00 

previously  mentioned) $i3,539-2i 

For  University  Library,  by  Hon.  William  Walter  Phelps  .       $1,500.00 
For  income  of  the  University,  from  Alumni  University  Fund  $12,500.00 
For  Daniel  Lord,  Jr.,  Memorial  Scholarship  in  Academical  De- 
partment, by  Daniel  Lord $5,000.00 

For  Medical  School  Building  Fund,  by  Pierce  N.  W^elch  .      $1,000.00 
For  income  of  the  Academical  Department  by  Mrs.  Henry  Far- 

nam $1,000.00 

For  new  Chemical  Laboratory  of  Sheffield  Scientific  School,  by 

Mrs.  Henry  Farnam $3,000.00 

For  income  of  the  Medical  School,  by  Mrs.  Henry  Farnam     $i,Soo.oo 
For  salary  of  Professor  of  Christian  Ethics,  in  Theological  De- 
partment, by  J.  H.  Whittemore $2,400.00 

For  foundation  of  Mary  A.  Hotchkiss  Scholarship,  in  Theological 
Department,  by  Female  Educational  Society  of  New  Haven       $1,000.00 
For  income  of  the  Infirmary,  small  sums  amounting  to      .       $3,169.82 

Dr.  Andrew  J.  White  for  White  Hall $13,539.21 

For  new  Law  School  Building,  a  total  of $11,000.00 

From  M.  C.  D.  Borden  for  the  Borden  fund  in  the  University  $20,000.00 
For  aid  of  students  in  the  Divinity  School,  a  total  of     .     .       $1,760.00 
From  E.    C.    Billings  for  Emily   Sanford  Professorship  of  Eng- 
lish   $52,500.00 

1894-1895. 

For  foundation  of  William  Wirt  Winchester  Prize  Fellowship,  in 
the  School  of  the  Fine  Arts,  by  Mrs.  Jane  E.  Winchester     .     $15,000.00 

White  Hall,  by  Dr.  Andrew  J.  White,  (in  addition  to  $163,539.21 
previously  given) $^,7S'\-°7 


442  APPENDICES. 

For  erection  of  Whitman  Gates,  by  Mrs.  Henry  Farnam  .       $3,500.00 

For  income  of  Academical  Department,  by  Mrs.  Henry  Far- 
nam       $1,000.00 

For  income  of  tlie  Medical  Department  by  Mrs.  Henry  Far- 
nam       $1,500.00 

For  Emily  Sanford  Professorship  (in  addition  to  $52,500  already 
given) $17,500.00 

For  University  Library  Fund,  by  Matthew  C.  D.  Borden  .       $6,000.00 

For  Henry  W.  Allis  Scholarship  Fund,  in  Theological  Department 
from  estate  of  Mrs.  Emily  W.  CoJton  (in  addition  to  $15,275.00 
previously  given) $16,020.00 

For  University  Library,  from  income  of  legacy  of  John  J. 
Phelps $1,383-33 

From  estate  of  Martin  S.  Eichelberger $40,500.00 

For  new  Gymnasium,  a  total  of $4,026.89 

(in  addition  to  $218,505.48  previously  mentioned). 

For   erection   of   Phelps    Hall,  from   bequest   of   Hon.   William 

Walter  Phelps $50,000.00 

by  his  family $20,000.00 

For  Theological  Department,  from  estate  of  Mrs.  Emily  M. 
Fitch $30,000.00 

For  University  Library,  by  Professor  Henry  W.  Farnam  .     $10,000.00 

For  income  of  Theological  Department,  by  J.  H.  Whittemore  $3,200.00 

For  Elias  W.  Leavenworth  Scholarship  Fund,  in  the  Academical 
Department,  from  estate  of  Elias  W.  Leavenworth  ....       $1,375.00 

For  foundation  of  Learned  Scholarship,  in  the  Academical  De- 
partment, by  Hon.  William  Law  Learned $2,000.00 

For  new   building  for  the  Law  Department,  by   John  W.   Hen- 

drie       ^5,000.00 

Henry  F.  English $5,000.00 

Pierce  N.  Welch $5,000.00 

Prof.  Simeon  E.  Baldwin $1,000.00 

Prof.  William  K.  Townsend $1,000.00 

small  sums $3>997-54 

From  estate  of  Daniel  B.  Fayerweather  for  general  fund  of  Uni- 
versity       $28,500.00 

for  funds  of  Scientific  School $14,250.00 

1895-1896. 

To  found  the  Rochfort  Fund,  from  estate  of  Thomas  E.  Rochfort, 
a  legacy $1,000.00 

To  establish  a  departmental  library  for  use  of  students  in  Social 
Science  in  Academical  Department,  by  Mrs.  Mary  Boocock        $4,000.00 


TABLE   OF   GIFTS.  443 

For  immediate  use  in  purchase  of  books  for  same,  by  Mrs.  Mary 

Boocock ;?i,ooo.oo 

For  foundation  of   Susan  C.  Clarke   Scholarship  in  Theological 
Department,  from  estate  of  Miss  Susan  C.  Clarke   ....      $5,000.00 
For  Building  Fund  in  Law  Department,  by  John  W.  Hendrie  (in 

addition  to  $15,000.00  previously  given) $10,000.00 

For  income  of  Theological  Department,  by  J.  H.  Whittemore  $3,200.00 
For   foundation  of  Downes  Prize  Fund,  in  Theological  Depart- 
ment, by  William  E.  Downes $3,000.00 

For  University  Library  by  New  York  City  Yale  Alumni  Associa- 
tion        $1,600.00 

For  Sheffield  Scientific  School,  by  State  of  Connecticut    .  $154,604.45 
(This  sum  is  the  equivalent  of  the  sum  constituting  the  Congres- 
sional Grant  of  1S62,  together  with  interest  due  on  same.) 

From  a  friend  for  the  Law  Department $12,600.00 

For  purchase  of  Riant  Library,  for  University  Library,  by  Mrs. 

Henry  J'arnam $3,000.00 

From  estate  of  Thomas  C.  Sloane $150,000.00 

For  income  of  University  Library,  by  Mrs.  Henry  Farnam  $1,000.00 
For  repairs  on  Farnam  Hall,  by  Mrs.  Henry  Farnam  .  .  $2,000.00 
For  income  of  Medical  School,  by  Mrs.  Henry  Farnam  .  $1,000.00 
For  purchase  of  the  Curtius  Library,  by  Joshua  M.  Sears  $5,000.00 
To  establish  The  President's  Fund,  in  aid  of  students  of  limited 

means,  by  Class  of  1842 $1,000.00 

Funds  for  University  Library,  by  Junior  Promenade  Committee  of 
the  Class  of  1897 $1,500.00 

1896-1897. 

For  University  Library  Funds,  from  estate  of  Miss  Anna  H.  Chit- 
tenden        $1,000.00 

For  Marett    Scholarship  Fund,  in  the  Academical    Department, 
from  estate  of  Philip  Marett $19,789.52 

For  income  of  the  University,  by  Treasurer  of  the  Alumni  Univer- 
sity Fund  Association $8,709.80 

For  income  of  the    Theological  Department,  by  J.   H.  Whitte- 
more      $3,200.00 

For  Medical  School,  from  estate  of  George  Bliss  ....     $50,000-00 

For  Building  Fund  of  Law  Department,  by  John  W.  Hendrie  (in 
addition  to  $25,000.00  previously  given) $25,000.00 

For  repairs  on  Farnam  Hall,  by  Mrs.  Henry  Farnam    .     .       $1,000.00 

For  income  of  Medical  Department  by  Mrs.  Henry  Farnam       $900.00 
two  anonymous  donors $2,750.00 


444  APPENDICES. 

For  an  isolating  pavilion  in  connection  with  the  care  of  the  sick 
through  Mrs.  Josephine  M.  Dodge,  Treasurer $8,142.26 

For    Sheffield  Scientific  School,  from  estate  of  Dr.  John  P.  At- 
water,  a  plot  of  ground  with  a  block  of  five  houses  valued  at     j^20,ooo.oo 

For  Daniel  C.  Eaton  Graduate  Scholarship,  by  Mrs.  Caroline  K. 
Eaton $2,000.00 

To  establish  the  Daniel  C.  Leavenworth  Memorial  Fund  in  the 
Medical  Department,  by  Mrs.  Daniel  C.  Leavenworth       .     .       $1,000.00 

From  estate  of  D.  B.  Fayerweather  for  University  funds   .  $113,467.48 
Scientific  School l9i-3374 

From  Thomas  C.  Sloane  estate $40,706.64 


X. 


TABLE   OF  ADMINISTRATIONS. 

THE  following  table  shows  the  number  of  students  at  the 
beginning  of  each  administration  and  the  number  of 
students  at  the  close  of  the  administration.  The  same  is 
shown  of  the  number  of  men  on  the  Faculty. 

The  number  of  students  given  under  the  various  Adminis- 
trations down  to  and  including  the  beginning  of  the  first  Timo- 
thy Dwight's,  were  found  by  adding  together  the  lists  of  graduates 
for  four  successive  years,  found  in  the  triennial  catalogue. 


rtT3 

rt  g 

"o"© 

"o-a 

<d 

Z<, 

M    ° 

A 

t  <* 

«< 

'S 

•a  ° 

ll 

•2'S 
E  a   . 

1° 

■3 

1 

2m 

3 

all 

^li 

< 
"3 

"^< 

S  >,.2 

_c 

W) 

"O 

•^.Q^ 

.Q  0 

a 

J3^    C 

J2.S  *; 

rt 

«      . 

w 

6-°. 2 

£  Si 

V 

£  ?.  E 

£  =-S 

2i 

11 

Oh 

D   C   C 

^% 

0 

P 

=  cj   C 

c 

1701-1707 

Abraham  Pierson     .     .     • 

I 

'? 

18 

I 

2 

I 

1707-1719 

Samuel  Andrew  (pro  tern.) 

19 

36 

17 

2 

2 

0 

1719-1722 

Timothy  Cutler   .... 

36 

46 

10 

2 

2 

0 

1726-1739 

Elisha  Williams  .... 

57 

68 

II 

2 

3 

I 

1740-1766 

Thomas  Clap       .... 

82 

116 

34 

3 

5 

-1 

1766-1777 

Naphtali  Daggett  {pro  tern) 

98 

157 

59 

4 

5 

I 

1778-1795 

Ezra  Stiles 

128 

125 

(-)3 

6 

7 

I 

I795-1817 

Timothy  Dwight      .    .     . 

118 

325 

207 

7 

14 

7 

1817-1S46 

Jeremiah  Day      .... 

283 

588 

305 

16 

36 

20 

1846-187 1 

Theodore  Dwight  Woolsey 

584 

755 

171 

37 

65 

28 

1871-1886 

Noah  Porter 

809 

1076 

287 

7' 

114 

43 

1886-1898 

Timothy  Dwight      .     .     . 

1 134 

2511 

1377 

120 

260 

140 

XI. 


REPRESENTATION    BY   SECTIONS. 

IN  the  following  table,  which  shows  the  sectional  distribution 
of  the  students  of  Yale  at  different  times  between  1800 
and  1898,  the  States  and  territories  are  divided  as  follows :  — 

New  England — Maine,  New  Hampshire,  Vermont,  Mas- 
sachusetts, Rhode  Island,  Connecticut. 

Eastern  —  New  York,  New  Jersey,  Delaware,  District  of 
Columbia,  Maryland,  Pennsylvania. 

Middle — IlUnois,  Indiana,  Michigan,  Ohio,  Wisconsin. 

Southern  —  Alabama,  Arkansas,  Florida,  Georgia,  Kentucky, 
Louisiana,  Missouri,  New  Mexico,  North  Carolina,  Oklohoma, 
South  Carolina,  Tennessee,  Texas,  Utah,  Virginia,  West 
Virginia. 

Western  —  California,  Colorado,  Idaho,  Iowa,  Kansas,  Min- 
nesota, Montana,  Nebraska,  North  Dakota,  Oregon,  South 
Dakota,   Washington,   Wyoming. 

The  small  figures  at  the  right  of  the  others  indicate  what 
percentage  of  the  whole  number  of  students  came  from  that 
section  :  — 


1800. 

.825. 

1850. 

18-5. 

1898. 

New  England      .     . 

igo^^ 

2-905 

30655 

515^' 

1072*3 

Eastern 

16- 

IOO-3 

148^7 

203-^5 

S0332 

Middle 

12-^ 

21* 

170I6 

278U 

Southern    .... 

10^ 

31^ 

641^ 

41* 

1421^ 

Western     .... 

& 

43' 

142'' 

Foreign 

I 

t 

IQl 

19- 

63-2 

217 

429* 

555 

1,051 

2,500 

«  Theological  and  Law  Students,  39  in  number,  are  not  included  in 
this  list. 


XII. 


RECORD   OF   APPOINTMENTS. 

THE  following  table  presents  the  number  of  Junior  appoint- 
ments in  each  grade  for  the  last  twenty-five  years.  This 
covers  what  may  be  called  the  athletic  era.  The  noticeable 
feature  of  the  tables  is  not  only  the  increasing  number  of  ap- 
pointments in  latter  years,  but  the  increased  ratio  of  appoint- 
ment men  to  the  total  number  of  students  in  the  class.  The 
tables  follow :  — 


Class. 

'74 

'75 
4 

'76 
6 

'77 
4 

'78 
6 

'79 
6 

'80 
4 

'81 
8 

'82 
8 

'83 
7 

•84 
12 

'Ss 
II 

'86 

Philosophical    .     .     . 

2 

9 

High  Orations       .     . 

II 

3 

7 

2 

12 

15 

13 

7 

6 

15 

II 

8 

9 

Orations 

12 

8 

5 

9 

10 

15 

10 

17 

5 

21 

'7 

II 

«4 

Dissertations    .     .     . 

8 

3 

5 

7 

II 

8 

6 

8 

16 

IS 

II 

'5 

16 

First  Disputes  .     .     . 

7 

6 

8 

8 

5 

13 

II 

8 

8 

16 

12 

10 

Second  Disputes  .     . 

8 

II 

10 

7 

5 

12 

5 

9 

6 

8 

13 

9 

5 

First  Colloquies    .     . 

3 

9 

9 

8 

13 

7 

12 

9 

'5 

7 

II 

•S 

10 

Second  Colloquies     . 

6 

4 

17 

>5 

9 

8 
84 
.58 

II 
72 
•54 

7 
73 

•53 

15 
79 
.60 

4 
93 

■57 

II 
97 
.61 

7 
8S 

.62 

II 

Total  no.  of  Applicants 

57 

48 
•53 

67 
•49 

60 
•49 

7' 
•52 

84 

Percentage    of    the    Class 
receiving  Appointments  . 

•44 

.56 

448 


APPENDICES. 


Class. 

'S7 

'SS 

6 
13 

9 
10 

7 
8 
II 
12 

•Sg 

6 
II 
12 

9 
14 
10 

8 
14 

84 

'90 

5 

>5 
12 
13 
'5 
16 

13 
'S 

104 
.69 

'91 

12 
II 
14 
7 
12 
16 
24 
30 

126 
.66 

•92 

7 

9 
18 
14 
20 

17 

12 

no 
•59 

'93 

12 

8 
18 
17 
23 
14 
•3 

22 

127 

.65 

'94 

12 

ID 
26 
14 
16 
24 
21 

33 

156 

.67 

'95 

17 
'5 
23 
16 
18 
24 
32 
20 

165 
.67 

■96 

28 
21 

28 

19 
26 

33 
27 
20 

202 
•71 

'97 

22 

19 
27 
17 
23 
28 
30 
30 

196 
.67 

'98 

31 
24 
24 
26 

'7 

26 
26 
35 

209 
.68 

'99 

Philosophical 

High  Orations 

Orations 

Dissertations    .     .          .     . 

First  Disputes 

Second  Disputes  .... 
First  Colloquies    .... 
Second  Colloquies     .     .     . 

7 

ID 
ID 
13 
13 
'7 
II 
13 

16 

19 
28 
•9 
30 
26 
33 
22 

Total  no.  of  Applicants.     . 

94 

76 

•93 

Percentage    of    the    Class 
receiving  Appointments  . 

.60 

•S9 

.66 

•63 

PART   III 


ATHLETICS   AT   YALE 


By   WALTER   CAMP 


29 


CHAPTER   I. 

WHAT  ATHLETICS    HAS   MEANT   AT  YALE. 

NOT  closer  does  the  ivy  cling  to  the  walls  of  the 
classic  buildings  on  the  campus  than  does  the 
memory  of  athletic  trials  and  triumphs  to  reminiscences 
of  the  man  who  has  been  four  years  at  Yale.  There 
has  been,  ever  since  athletics  in  this  country  meant 
anything,  a  peculiar  connection  between  them  and  the 
life  and  virility  of  the  college.  And  previous  to  the 
day  of  the  new  man  and  new  woman,  —  before  athletics 
meant  anything  save  the  rowdy  associations  of  prize- 
fighters or  the  gambling  incident  to  a  professional  foot- 
race, —  even  then  there  was  a  something  in  the  college 
life  that  took  the  place  of  the  modern  athleticism.  It 
was  the  springing  up  of  strong,  robust  health  in  the 
youth, —  the  desire  as  of  the  strong  man  to  run  a  race, 
—  and  it  found  its  vent  in  many  manifestations,  not  all 
of  which  were  satisfactory  either  to  the  young  man  or 
to  his  preceptors. 

"  Town  "  and  "  Gown,"  long  since  lost  sight  of,  gate 
stealing,  all  sorts  of  mischievous  and  often  dangerous 
larks,  are  among  the  recollections  of  the  early  days 
before  the  dawn  of  athletics. 

At  New  Haven,  pre-eminently,  were  these  escapades 
of  frequent  and  sometimes  of  serious  occurrence,  owing 


452  YALE. 

most  likely  to  the  fact  that  in  those  days  the  "Town" 
and  "  Gown "  of  New  Haven  were  by  no  means  un- 
equally matched  in  point  of  numbers  available  for 
sudden  conflict.  The  stabbing  and  death  of  Pat.  O'Neill 
was  the  culmination  of  these  disturbances,  and  the 
gravity  of  the  situation  entailed  by  this  tragedy  sobered 
many.  But,  as  has  been  most  ably  shown  by  Professor 
E.  L.  Richards  in  his  charts  plotting  the  disciplinary 
records  of  the  college,  since  the  dawn  of  the  new  era  of 
athleticism,  disturbances  of  this  nature,  and,  in  fact,  all 
trespasses  upon  the  discipline  of  the  college,  have 
grown  steadily  less. 

So  athletics  at  Yale  have  a  right  to  a  place  of  honor, 
not  alone  for  themselves,  but  for  their  indirect  effect 
upon  the  college  life.  To  make  a  man  hale  and  strong 
is  good ;  to  make  a  university  more  amenable  to  dis- 
cipline is  better ;  but  best  of  all  is  the  establishment  of 
an  all-around  standard  of  clean  morals  and  health,  and 
an  esprit  dii  corps  that  carries  the  typical  Yale  man  far 
towards  the  best  goal  in  all  his  efforts. 

The  present — 1898  —  general  organization  of  Yale 
athletics  is  remarkable  in  its  simplicity,  and,  while  it 
might  be  impossible  or  impracticable  at  other  universi- 
ties or  colleges,  for  one  reason  or  another,  has  been 
productive  of  magnificent  successes  in  developing  that 
side  of  student  life  at  New  Haven. 

Each  of  the  four  main  branches  of  athletics, — 
namely,  baseball,  boating,  football,  and  track  athletics  — 
has  a  distinct  organization  of  its  own.  The  principal 
officers  of  each  are  a  president  (or  manager  as  he  really 
is),  an  assistant  manager,  and  a  captain.  The  manager 
has  in  his  charge  all  matters  connected  with  and  apper- 
taining to  the  business  end  of  the  association,  while  the 


Professor  Eugene  L.  Richards 
Professor  of  Mathematics  and  Director  of  the  Gymnasium 


ATHLETICS  AT  YALE.  453 

captain's  province  is  that  of  practical  overseer  of  the 
candidates  for  positions.  The  manager  and  his  assist- 
ant are  elected  by  the  university  at  an  annual  mass 
meeting,  while  the  captain  is  chosen  by  the  men  who 
made  up  the  team,  nine,  or  crew  of  the  previous  season 
in  the  most  important  contests.  Barring  the  unusual, 
the  assistant  manager  progresses  to  the  office  of  manager 
in  his  second  year.  The  four  managers,  together  with  a 
graduate  treasurer,  compose  the  Financial  Union,  and 
all  funds  are  received  and  disbursed  through  this  agency, 
which  acts  as  a  common  pool.  Each  manager,  however, 
prides  himself  upon  the  showing  of  his  own  association, 
for  all  the  moneys  are  credited  to  the  individual  organi- 
zation which  turns  them  in,  and  the  expenditures  of 
each  are  kept  in  separate  accounts,  and  an  annual  re- 
port of  these  is  published  in  the  columns  of  the  "  Yale 
News." 

The  Yale  Field  Corporation  ov/ns  the  Yale  Field.  This 
corporation  is  composed  of  graduates  with,  ex-officio,  the 
managers  of  the  three  field  organizations.  The  field  cor- 
poration receives  such  appropriations  from  the  Financial 
Union  as  its  needs  require,  and  these  appropriations 
take  the  place  of  an  annual  rental.  The  Boat  Club,  also 
incorporated,  owns  the  boat-house,  which  was  erected 
by  popular  subscription  something  over  twenty  years 
ago.  There  have  been  graduate  advisory  committees, 
both  general,  and  for  the  separate  organizations;  but 
their  functions  have  not  been  onerous,  and,  in  fact,  the 
general  advisory  committee  has  not  acted  for  many 
years,  although  in  the  early  eighties  in  boating  matters 
it  was  called  upon  several  times  for  advice,  which  it  ren- 
dered satisfactorily.  Each  manager  is  practically  omni- 
potent in  his  special  branch.    He  is  his  own  master,  and 


454  YALE. 

responsible  only  to  the  university.  He  does  not  tres- 
pass upon  the  captain's  province,  but  is  his  aid  in  all 
matters  toward  a  successful  season.  He  furnishes  or 
applies  the  sinews  of  war ;  and  while  he  enforces  econ- 
omy in  expenditure,  he  does  it  with  a  view  toward  the 
results  to  be  obtained,  and  the  general  welfare  in  the 
university  of  that  branch  over  which  his  jurisdiction 
extends.  Thus,  while  the  captain  chooses  the  men  to 
represent  the  university  on  the  field  and  on  the  water, 
the  president  or  manager  arranges  all  the  business  details 
incident  to  the  season ;  and  for  a  really  successful  year 
the  two  must  both  be  able  men,  possessed  of  consider- 
able executive  ability,  and  acting  in  the  greatest  harmony. 
For  this  reason,  it  would  seem  that  some  provision  would 
be  necessary  for  the  deposition  of  an  incompetent  in- 
cumbent of  either  of  these  offices.  As  a  matter  of  fact, 
however,  there  is  no  direct  method  of  getting  rid  of  an 
unsuitable  man.  But  the  indirect  ways  are  numerous, 
and,  while  seldom  put  in  operation,  are  likely  to  be 
effective. 

Various  reasons  have  been  assigned  for  the  long  series 
of  successes  in  athletics  that  have  come  to  the  wearers 
of  the  blue  in  the  last  twenty  years.  Most  of  these  rea- 
sons have  been  far-fetched,  and,  while  some  of  them  have 
borne  a  measure  of  truth,  a  large  proportion  have  been 
false.  That  is,  they  have  been  but  parts  of  a  very  con- 
sistent whole,  and  have  been  only  incidents  rather  than 
reasons.  To  one  who  is  willing  to  eliminate  the  con- 
tributory, it  comes  home  that  Yale  in  her  system  and 
her  practice  most  thoroughly  appreciated  the  fact  that 
the  one-man  element  —  the  czar  principle,  if  it  might  so 
be  called  —  of  management  and  direction  was  the  more 
certain  to  produce  in  the  long  run  the  best  results. 


\ 


ATHLETICS   AT    YALE. 


455 


Yale,  while  never  formally  placing  any  man  in  charge, 
save  the  undergraduate  manager  and  captain,  for  twenty 
years  has  had  her  policy  mapped  out  and  directed  some- 
times by  one  individual  and  sometimes  by  another,  but 
always  by  an  individual  who  during  his  tenure  of  the 
unnamed  office  could  effect  results  in  his  own  way  and 
without  interference.  By  interference  here  is  not  meant 
criticism.  Expression  of  opinion  was  always  possible, 
but  there  was  no  practicable  method  by  which  the 
critics  could  reach  the  individual  or  the  organization 
under  his  control.  The  captains  and  managers  were 
always  loyal  to  him,  and  the  undergraduate  body,  so 
far  as  the  influential  men  in  the  community  were  con- 
cerned, were  always  unflinchingly  and  unwaveringly 
loyal  to  the  management. 

A  great  many  people  who  have  followed  the  athletic 
fortunes  of  Yale  from  the  standpoint  of  outsiders,  and  a 
number  of  others  who  fancy  they  have  from  conversation 
with  Yale  men  enjoyed  the  view-point  of  the  inside  man, 
will  instance  numerous  exceptions  to  the  above  state- 
ment. But  this  is  because  the  men  who  have  been 
responsible  for  Yale's  athletic  work  and  policy,  victories 
and  defeats,  have  not  worn  their  hearts  upon  their  sleeves, 
either  winning  or  losing,  and,  when  there  has  been  an 
explanation  of  the  result,  that  explanation  has  not  been 
given  to  the  public,  either  the  general  public  or  the  rank 
and  file  of  the  undergraduates,  but  has  been  most  care- 
fully treasured  and  considered,  and  made  the  means  to 
further  triumphs  or  to  return  of  prestige  through  re- 
newed victories. 

By  means  of  this  loyalty  men  have  been  brought  back 
to  coach;  through  this  loyalty  they  respected  the  policy 
that  might  be  mapped  out,  and  relying  upon  this  loyalty 


45  6  YALE. 

the  individual  who  might  be  tlie  adviser  of  the  manage- 
tnent  was  always  able  to  see  that  his  tenets  were  upheld 
and  his  plan  carried  through.  This  loyalty  is  and  has 
been  the  Yale  spirit,  and  it  is  that  spirit  and  its  effect 
that  has  enabled  Yale  to  play  an  uphill  game,  carry 
through  an  adverse  season,  or  recover  a  lost  champion- 
ship in  such  a  way  as  to  render  the  term  "  Yale  spirit " 
synonymous  with  bull-dog  pluck  and  tenacity  of  pur- 
pose wherever  the  expression  is  heard.  Should  one 
fancy  for  a  moment  from  the  above  statements  that  the 
body  of  coaching  graduates,  the  managers,  and  the  cap- 
tains form  merely  a  mutual  admiration  society,  the  judg- 
ment would  be  erroneous.  But  what  must  be  said,  the 
point  that  is  in  discussion,  is  brought  at  once  to  head- 
quarters and  settled,  many  times  entirely  without  the 
knowledge  even  of  the  men  who  form  the  teams  or 
crews.  Once  settled,  it  is  not  resurrected,  unless  the 
conditions  surrounding  it  are  altered. 

There  is  no  mystery  about  the  matter.  The  appall- 
ing averages  of  Yale's  successes  during  the  last  twenty 
years  offer  a  fascinating  field  for  those  who  like  to  seek 
out  by  means  of  elaborate  investigations  what  they  are 
pleased  to  term  the  hidden  causes  of  such  a  record. 
They  open  all  the  closet  doors  they  can  find,  take 
the  word  of  the  bystander  as  to  the  contents  of  those 
they  cannot  unlock,  and  then  draw  their  conclusions. 
They  state  as  facts  what  their  only  means  of  knowing  is 
hearsay,  and  they  have  the  unanswerable  argument  in 
favor  of  their  statements  being  truth  that  they  are  not 
denied  by  the  men  who  really  know.  Unanswerable 
surely,  for  such  statements  will  never  be  answered  save 
in  the  most  general  and  impersonal  way. 

It  has  been  stated  that  the  reason  for  Yale's  triumphs 


ATHLETICS    AT   YALE.  457 

lies  in  the  fact  that  the  institution  is  not  situated  in  or 
near  a  large  city.  Probably  the  attractions  offered  by 
the  social  life,  and  the  temptations  of  the  pleasures  of 
metropolitan  life,  are  such  as  to  take  away  some  of  the 
men  who  would  otherwise  prove  acceptable  candidates 
for  athletic  organizations ;  but  the  recent  record  of  the 
advance  of  the  University  of  Pennsylvania  makes  the 
theory  of  the  incompatibility  of  city  life  and  university 
athletic  successes  untenable.  These  two  principles  re- 
ferred to  in  the  case  of  Yale,  —  namely,  one  man  direct- 
ing and  loyalty  to  him,  —  have  triumphed  over  the 
attractions  of  the  city. 

In  the  treatment  of  the  principal  branches  of  Yale 
athletics  in  this  book.  Rowing,  or  Boating  as  it  has  long 
been  called  by  the  college  man,  will  receive  the  first 
place  and  the  major  part,  as  it  has  been  for  the  longest 
period  a  recognized  and  organized  side  of  the  athletic 
development  of  the  institution,  and  its  history  in  detail 
becomes  thus  of  the  highest  importance  in  studying  the 
athletic  life  of  the  university. 


CHAPTER   II. 

ROWING   AT   YALE. 

THE  Yale  Navy  was  formally  organized  in  June, 
1853,  with  officers  as  follows:  A  Commodore 
from  the  Senior  Class,  a  first  Fleet  Captain  from  the 
Junior  Class,  a  second  Fleet  Captain  from  the  Sheffield 
Scientific  School,  and  a  Secretary  and  Treasurer  from 
the  Sophomore  Class.  The  first  race  with  Harvard 
was  held  the  previous  year  at  Lake  Winnipiseogee  in 
August,  Harvard  winning  decisively.  The  first  boat 
actually  purchased  for  a  'varsity  crew,  and  not  for  a 
separate  club,  was  the  Yale,  afterwards  called  the  Ata- 
lanta,  a  six-oared  shell,  forty-five  and  a  half  feet  long, 
built  by  James  of  Brooklyn  in  1858.  This  boat  was 
not,  however,  used  in  the  Harvard-Yale  race  of  that 
year,  but  instead  a  four-oared  boat  called  the  Volante, 
built  by  Dalton  of  St.  Johns,  carried  the  crew. 

In  1862  it  cost  a  freshman  $10  to  join  the  boat  club, 
and  the  electioneering  was  keen.  Up  to  that  time  forty 
boats  had  been  owned  by  the  Yale  Navy,  and  eighteen 
still  remained,  principally  eight-oared  shells.  In  the 
following  autumn  the  membership  of  the  Navy  was  330 
men.  In  the  next  four  years  the  membership  ran 
down  to   196. 

In  1870  a  new  constitution  was  adopted,  and  the 
Yale  Navy,  with  its  commodore  and  fleet  captains,  etc., 
became  the  Yale  University  Boat  Club,  with  president, 
vice-president,   secretary,  and  treasurer.     The  commo- 


ROWING   AT   YALE.  459 

dore  had  come  to  be  the  captain  of  the  crew,  but  with 
the  new  regime  the  president  was  not  to  be  a  member 
of  the  crew,  and  from  that  time  dated  the  election  of  a 
captain  by  the  crew  themselves.  In  1873  a  formal 
adoption  and  printing  of  a  constitution  took  place. 
This  constitution  was  further  altered  and  perfected  in 
September  of  1875.  Membership  in  the  Yale  University- 
Boat  Club  could  be  obtained  by  any  member  of  the 
departments  of  Yale  upon  the  payment  of  a  minimum 
sum  of  five  dollars.  This  was  later  reduced  to  three 
dollars. 

In  the  fall  of  1877,  there  were  in  the  Yale  boathouse 
fifty  boats  of  various  patterns,  including  designs  by 
Clasper  of  England,  Elliott  of  Greenpoint,  Keast  and 
CoUins  of  New  Haven,  and  Waters  of  Troy.  The 
original  cost  of  these  boats  was  something  over  $7,000. 
The  number  of  boats  in  condition  for  active  service  is 
now  considerably  less,  but  they  are  principally  eight- 
oared  shells  and  barges,  the  paper  ones  built  by 
Waters,  and  the  cedar  imported. 

Yale's  first  boathouse  was  Riker's  Loft,  near  Tom- 
linson's  bridge.  In  1859  a  makeshift  boathouse  was 
built.  This,  however,  was  no  more  than  a  shed  erected 
at  the  foot  of  Grand  Street  in  an  old  lumber  yard.  In 
1866  the  first  real  boathouse  was  erected  near  Tomlin- 
son's  bridge,  at  an  expense  of  $3,300.  of  which  the 
undergraduates  raised  $1,000,  the  graduates  $150,  and 
the  balance  was  borrowed  on  mortgage.  The  ground 
was  taken  on  a  five  years'  lease. 

In  1874  the  present  boathouse  was  begun,  and  after 
several  delays  was  finally  finished  at  an  expense  of 
$16,500,  of  which  $4,500  was  for  the  land,  $2,000  for 
dredging,  bridges,  piling,  and  float,  and  $1,500  for  in- 


46o  YALE. 

tcrior  fitting  and  furniture.  It  was  dedicated  June  9, 
1875.  No  very  large  sums  have  been  expended  upon 
this  boathouse,  and  it  has  stood  well.  It  is  probable, 
however,  that  the  piling  upon  which  it  stands  and 
some  of  the  flooring  must  be  replaced  within  the  next 
few  years.  The  roofing  and  piazza  floorings  were  re- 
newed and  painted  in   1897. 

The  slender  eight-oared  shells  that  shoot  down  the 
Thames  have  little  about  them  to  suggest  the  clumsy 
four-oared  Whitehall  boat  that  was  the  pioneer  of  Yale 
boating.  That  boat,  manned  by  its  crew  of  four,  and 
three  substitutes,  marking  the  beginning  of  rowing  at 
Yale,  carried  for  its  annual  expense  fifty  dollars,  as 
against  the  modern  crews'  $10,000! 

The  first  boat  at  Yale  was  nineteen  feet  long  and 
four  feet  beam.  It  was  built  by  De  la  Montagnie  & 
Son  of  New  York,  in  1837,  but  sold  to  a  Yale  junior, 
Mr.  Weeks,  in  1843.  It  cost,  with  four  twelve-foot  oars, 
just  $29.50.  A  club  of  seven  used  the  Pioneer,  as  she 
was  called,  from  May  of  1843  to  August  of  1844,  when 
the  boat  was  sold  for  $12.  The  total  expenses  of  this 
year  of  boating  was  in  exact  figures  $62.35. 

The  first  real  racing  boat,  however,  at  Yale  was  the 
Excelsior,  built  by  Brooks  Thatcher  in  1844.  It  was 
thirty  feet  in  length  and  manned  by  six  oars.  The  first 
eight-oared  boat  was  the  Augusta,  which  was  brought 
to  Yale  in  1845.  It  was  thirty-eight  feet  long,  and  cost, 
when  new,  some  years  before,  $300.  At  the  time  of  its 
purchase  for  Yale  it  brought  $170. 

As  mentioned  above,  the  first  boats  used  in  this 
country  by  college  crews  were  four-oared  Whitehalls, 
but  in  the  year  1844  the  boats  at  Yale  consisted  of  a 
four-oared  Whitehall,  an  eight-oared  lapstreak  gig,  and 


ROWING   AT   YALE.  461 

a  log  canoe.  In  1845  there  was  added  a  six-oared 
thirty-foot  racing  boat.  From  1844  to  1854  there  were 
fifteen  boats  owned  at  Yale.  Of  these  six  were  eight- 
oared,  six  four-oared,  and  three  six-oared.  In  1852, 
the  year  of  the  first  Yale-Harvard  race,  the  boats  used 
were  eight-oared  barges  with  coxswains.  The  Oneida, 
the  Harvard  boat,  measured  37  feet  in  length.  In  1855. 
boats  of  various  sizes,  and  manned  by  varying  numbers 
of  men,  were  used  in  the  race.  Harvard  had  one  boat, 
an  eight-oared  barge,  40  feet  long,  with  coxswain,  and 
a  four-oared  lapstreak,  32  feet  long,  with  frame  outrig- 
gers and  without  a  coxswain.  Yale  had  two  boats, 
both  six-oared,  with  coxswains.  In  1858,  Harvard  used 
for  the  first  time  a  pine  shell,  six-oared,  40  feet  long, 
and  weighing  150  pounds.  In  that  year  there  was  no 
race,  owing  to  the  sad  accident  to  one  of  the  Yale  crew, 
Mr.  Dunham,  who  was  drowned.  In  1859,  Harvard's 
six-oared  pine  shell  won  the  race. 

In  1865,  Yale  went  in  with  a  six-oared  Spanish  cedar 
shell,  49  feet  long,  with  22-inch  beam  and  1 1  inches 
deep,  and  weighing  176  pounds.  This  boat  was 
matched  against  the  Harvard  cedar  shell,  46  feet  long, 
25-inch  beam,  8  inches  deep,  with  a  slight  keel,  and 
weighing  195  pounds.  The  Yale  boat  won.  The  time 
made  was  17  minutes  42-|-  seconds  over  the  mile  and  a 
half  and  return,  at  Lake  Ouinsigamond.  The  weather 
was  fine  and  the  water  smooth.  Up  to  this  period  the 
best  time  for  the  course  had  been  18  minutes  and  53 
seconds.  Harvard  the  follov/ing  year  had  her  shell  built 
10  feet  longer  than  that  of  the  previous  year,  and  17 
feet  longer  than  Yale's  of  the  previous  year. 

It  was  56  feet  long,  and  had  a  19-inch  beam,  and  won 
the  race  easily.     In  the  following  year  Harvard  increased 


462  YALE. 

the  beam  and  shortened  the  length,  having  a  5ofoot  boat, 
as  in  1865.  The  year  after  this  Harvard  again  won  in 
a  boat  of  the  same  measurements.  In  1870,  Yale  intro- 
duced the  sliding  seat,  and  her  boat  came  in  one  minute 
and  forty-five  seconds  ahead  of  Harvard,  but  owing  to  a 
foul  the  race  was  given  to  Harvard.  In  1877,  both  Yale 
and  Harvard  used  paper  shells  built  in  Troy.  In  1881, 
Yale  used  the  Davis  rigging,  and,  rowing  up  in  the 
forties,  won  by  a  length  and  a  half.  The  following  year 
Yale  extended  the  Davis  ideas  to  a  boat  6S  feet  long,  in 
which  the  men  sat  in  pairs.  Harvard,  in  an  ordinary 
boat,  won  by  half  a  length. 

The  most  interesting  feature  in  connection  with  boat- 
building of  the  last  thirty  years  has  been  the  introduc- 
tion of  the  sliding  seat  and  the  questions  thereby  raised. 
It  is  not  absolutely  known  who  invented  the  sliding  seat; 
but  it  is  certain  that  the  idea  came  from  America,  and 
the  invention  originated  here.  It  is  also  positive  that 
Yale  was  the  first  college  crew  to  use  it.  There  are  two 
individuals  who  have  been  called  the  inventors, —  a  cer- 
tain Captain  J.  C.  Babcock,  and  Walter  Brown,  at  one 
time  the  American  champion  in  single  sculls.  The 
greatest  number  of  authorities  favor  Brown,  and  he  is 
supposed  to  have  first  got  the  idea  of  the  sliding  seat 
from  observing  Renforth  and  Taylor  slipping  or  sliding 
on  their  seats  when  rowing.  This  was  when  Brown  was 
in  England  in  training  for  a  race  with  J.  Sadler,  in  1869. 
Sliding  seats  were  first  used  in  England  in  November, 
1871,  although  they  had  been  tried  by  Yale  in  her  race 
with  Harvard  in  1870.  In  this  English  race,  which  was 
for  the  championship  of  the  Tyne,  in  four-oared  boats, 
VVinship's  crew,  who  rode  on  sliding  seats,  quite  easily 
beat  Chamber's  crew,  who  used  the  fixed  seats.     What 


ROWING   AT  YALE.  463 

seemed  at  that  time  to  settle  the  value  of  the  sliding 
seat  was  that  these  same  crews  met  shortly  afterward 
in  America,  both  rowing  on  fixed  seats,  and  the  result 
was  reversed,  as  in  two  meetings  Chamber's  crew  beat 
Winship's,  and  in  the  third  meeting  had  a  safe  lead  of 
150  yards  at  the  turning  point,  but  lost  by  going  out 
of  their  course. 

A  most  interesting  discussion  was  carried  on  in  the 
journals  of  that  day  by  Mr.  Knollys,  of  Magdalen  Col- 
lege, Oxford,  the  winner  of  the  Diamond  and  VVingfield 
sculls  in  1872,  and  Mr.  E.  Warre.  The  gist  of  the 
matter  was,  however,  that  sliding  seats  were  pretty  thor- 
oughly approved  of,  although  Warre,  in  one  of  his  final 
letters,  wrote  as  follows  :  — 

"  But  the  advocates  of  the  sliding  system  must  not  expect 
to  see  sliding  crews  always  victorious  over  those  who  use  fixed 
seats.  Until  I  see  the  Henley  course  done  in  seven  minutes 
by  the  sliding  crew,  I  will  not  be  rash  enough  to  augur  that 
the  pace  of  that  fine  London  crew  of  1868,  and  of  the  Oxford 
Etonians  of  1870,  can  be  much  improved  upon  by  sliding." 

But,  as  Mr.  Lehmann  said  to  the  writer,  in  dis- 
cussing some  of  these  points  recently,  "  We  have  done 
all  that." 

The  only  thing  that  has  militated  against  the  slide, 
and  that  has  tempted  men  to  train  crews  on  fixed  seats 
at  Yale  and  other  colleges,  —  at  any  rate  for  a  time  in 
the  earlier  part  of  their  training,  —  has  been  the  tendency 
to  slide  too  soon  and  lose  control  over  the  slide;  so 
that  there  is  no  fixed  point  for  the  catch  on  the  first 
grip  of  the  water  by  the  blade,  and  then  the  slide  hesi- 
tates in  its  course,  and  also  moves  when  back.  For  a 
long  time  among  English  oarsmen   there   had  been  a 


464  YALE. 

question  as  to  whether  the  slide  should  move  quickly 
or  slowly.  All  saw  that  it  was  necessary  to  feel  the 
water  well  before  sliding,  and  to  get  the  first  part  of 
the  stroke  on  before  the  seat  commenced  to  move ; 
but  there  was  much  discussion  as  to  whether,  then,  the 
slide  should  shoot  back  or  go  back  slowly.  One  of 
the  best  authorities  summed  it  up,  however,  by  saying, 
he  would  as  soon  have  said  in  the  old  system,  "  Put 
your  weight  on  very  slowly,"  as  he  would  now,  "Slide 
slowly."  It  might  not  pay  for  a  crew  to  slide  with  a 
jerk,  but  the  crew  that  shoots  back  after  they  get  the 
power  on  will  get  the  greatest  drive.  American  crews 
have  been  taking  a  longer  slide  than  the  English  crews, 
but  are  now  shortening  up  again,  and  getting  more 
body  swing.  In  fact,  all  the  crews  at  Poughkeepsie 
in  1897,  and  New  London  in  1898,  exhibited  a  great 
deal  more  body  swing  than  we  have  ever  seen  in  this 
country  since  the  introduction  of  the  sliding  seat. 
Yale's  ideas  in  this  direction,  as  also  probably  Cornell's, 
came  from  their  respective  visits  to  Henley,  and  the 
contact  with  the  English  system. 

The  type  representing  the  Yale  rowing  man  is  diffi- 
cult to  select.  There  has  been  more  or  less  fashion 
about  it,  crews  running  for  some  years  to  the  heavy, 
beefy  type,  and  again  to  the  lighter  and  more  wiry. 

In  eight-oared  races  probably  the  heaviest  crew  that 
has  ever  rowed  in  a  college  contest  in  this  country  was 
the  Harvard  crew  in  1892.  The  average  weight  was 
177I  pounds.  The  crew  was  beaten  nearly  a  minute. 
The  average  age  was  23^-  years.  The  heaviest  Yale 
crew  was  that  of  1882,  which  averaged  1775^  pounds 
in  weight.  They  were  beaten  by  Harvard  by  three 
seconds. 


ROWING  AT  YALE.  465 

Columbia's  winning  crew  at  Poughkeepsie  two  years 
ago,  1895,  was  a  comparatively  heavy  crew,  averaging 
173  pounds.  The  youngest  crew  of  whom  there  is  any 
record  in  college  eight-oared  contests  was  the  Harvard 
crew  of  1877.  They  averaged  only  20  years  of  age,  but 
they  won  their  race  by  seven  seconds.  This  was  the 
first  year  of  Crocker,  Legate,  Jacobs,  Schwartz,  and 
Smith.  It  was  the  famous  Bancroft  crew  which  won  for 
three  years. 

The  largest  of  the  crews  in  these  eight-oared  was  the 
Harvard  crew  of  1890.  They  averaged  6  feet  and  ^ 
inch.     They  were  beaten  by  1 1  seconds. 

It  appears  from  these  records,  as  well  as  others,  that 
crews  that  are  extreme  in  any  way,  either  weight  or 
height,  as  a  rule,  go  down  before  the  more  average 
crews.     This  has  been  Yale's  experience. 

It  is  interesting  also  to  note  something  of  the  dis- 
tribution of  the  men  who  have  rowed  in  the  Harvard- 
Yale  contests.  The  Harvard  crews  have  been  made  up, 
more  than  half,  of  men  coming  from  Massachusetts, 
one-tenth  from  New  York,  and  the  rest  scattering ; 
while  the  Yale  crews  have  been  about  one-third  from 
New  York,  one-third  from  Connecticut,  and  the  rest 
scattering. 

It  is  generally  reported  that  in  England  it  is  not  con- 
sidered good  form  to  defeat  a  crew  badly;  but  in  the 
earlier  days  there  were  some  bad  beatings  administered 
upon  occasions.  In  the  Oxford-Cambridge  races  the 
greatest  defeats  administered  were  in  1839,  when  Cam- 
bridge won  by  i  minute  and  45  seconds,  in  1875,  when 
Oxford  won  by  ten  lengths,  and  in  1878,  when  Oxford 
won  by  ten  lengths. 

In  America  there  has  been  but  little  sentiment  against 

30 


466  YALE. 

winning  by  all  the  water  possible,  and  both  Yale  and 
Harvard  have  at  times  shown  no  mercy. 

In  Yale-Harvard  races  the  worst  defeat  was  the  one 
administered  by  Harvard  to  Yale  in  1855,  which  was 
won  by  2  minutes  and  34  seconds.  In  1879,  Harvard 
won  by  over  a  minute  and  a  half,  and  in  1888  Yale  won 
by  about  twenty  lengths. 

The  closest  race  was  that  of  1882,  when  Harvard  won 
by  less  than  half  a  length. 

In  Morgan's  investigation  into  the  effects  of  rowing 
upon  the  after-health  of  Oxford  and  Cambridge  Univer- 
sity oars,  it  appears  that  of  the  six  crews  that  rowed 
from  1839  to  1842  only  three  men  showed  any  later  ill 
effects,  while  of  the  two  crews  in  the  single  year  of  1845 
no  less  than  five  men  were  returned  in  the  statistics  as  in- 
jured. The  race  in  that  year  was  rowed  nearly  a  month 
earlier  than  any  previous  race,  which  may  possibly  have 
had  something  to  do  with  it.  Of  the  former  races  three 
were  rowed  in  June  and  three  in  April ;  while  the  race  of 
1845  was  rowed  on  the  15  th  of  March. 

Then,  too,  in  the  next  year's  race,  which  was  rowed 
on  April  3,  two  were  returned  as  injured.  During  the 
next  seven  races  there  Wc^s  but  one  very  close  contest, 
and  only  one  man  of  the  fifty-six  was  on  the  injured  list. 
In  the  next  four  races  there  were  four  men  on  the  in- 
jured list,  but  in  one  of  these  races  Cambridge  sank, 
which  may  have  accounted  somewhat  for  the  record. 

The  statistics  of  Yale-Harvard  have  not  been  so 
closely  followed,  only  a  brief  mortality  record  having 
been  made.  From  a  compilation  made  in  1887,  of  the 
115  men  who  had  rowed  in  Yale  and  127  men  who 
had  rowed  in  Harvard  'Varsity  races,  the  record  of 
deaths  is  as  follows :  — 


K      o 


H|^ 


ROWING   AT   YALE.  467 

Yale.                                                Harvard. 
Crew  of '58     .......     I       Crew  of '52 3 

'59 I  '55 4 

'68 I  '58 2 

'72 I  '59 I 

'76 I  '60 I 

'78 I  '65 2 

'80 I  '76 I 

Total 7  Total 15 

This  seems  a  good  record  for  the  subsequent  health 
and  stamina  of  boating  men.  No  more  recent  data 
regarding  American  crews  have  been  gathered,  but  the 
only  trouble  that  seems  to  afflict  the  average  Yale 
rowing  man  is  to  become  unduly  stout. 

Yale's  great  rival  in  boating,  as  well  as  in  other  sports, 
has  been  of  course  Harvard.  There  have  been,  besides 
those  contests  usually  reckoned  as  'varsity  races,  several 
incidental  to  these  but  of  less  importance.  Many  are 
the  interesting  memories  connected  with  these  'varsity 
contests,  and  many  are  the  prominent  names  one  finds 
in  the  records. 

Away  back  in  the  fifties  Harvard  and  Yale  began  their 
boating  contests  with  a  race  at  Lake  Winnipiseogee, 
August  3,  1852.  It  was  a  two-mile  race,  and  rowed  in 
eight-oared  barges.  A  strange  feature  of  the  occasion 
was  what  was  called  an  informal  or  practice  race  between 
the  crews  over  the  same  course  in  the  morning.  Both 
races  were  won  by  the  Harvard  crew.  In  1858  the 
"  Harvard  Magazine  "  proposed  the  establishment  of  an 
annual  intercollegiate  regatta,  and  delegates  from  Har- 
vard, Yale,  Brown,  and  Trinity  met.  But  Harvard  and 
Yale  came  back  to  their  dual  contest  again  in  1864.  It 
was  not  until  1872  that  the  Rowing  Association  of 
American  Colleges  was  fairly  established.     In  that  year 


468  YALE. 

there  were  four  crews  entered  besides  Yale  and  Har- 
vard, and  the  race  was  rowed  at  Springfield  and  won  by- 
Am  herst. 

Probably  had  Harvard  or  Yale  won  the  first  of  these 
contests  the  association  would  not  have  grown  to  its 
speedily  unwieldy  shape.  But  the  success  of  a  small 
college  held  out  hopes  to  other  small  colleges,  and  the 
rush  to  join  the  association  was  something  remarkable. 
In  1873,  there  were  eleven  colleges  represented,  among 
them,  for  the  first  time,  Cornell.  Yale  won  the  race, 
with  Wesleyan  second  and  Harvard  third.  In  1874, 
there  were  nine  crews,  —  Yale,  Harvard,  and  Cornell 
were  among  them,  —  and  they  were  all  defeated  by 
Columbia.  The  following  year  thirteen  crews  con- 
tested, and  Cornell,  for  the  first  time,  won.  Alleging 
the  unsatisfactoriness  of  the  contest  as  a  reason.  Har- 
vard and  Yale  determined  to  return  to  their  old  dual 
contests  once  more.  Other  reasons  having  weight,  un- 
doubtedly, were  that  there  was  no  real  settlement  of  the 
relative  merits  of  their  two  individual  crews  in  this 
crowded  regatta,  where  fouls  were  frequent,  and  that 
it  really  was  not  thoroughly  palatable  to  be  defeated 
annually  by  some  of  the  smaller  colleges. 

So,  in  1876,  they  agreed  to  withdraw.  The  newspa- 
pers made  a  stir  about  it,  and  talked  of  the  snobbish- 
ness of  such  exclusiveness ;  but  it  was  impossible  to 
prevent  the  move,  although  Harvard  did  row  that  one 
last  season  in  the  intercollegiate.  Yale  defeated  Har- 
vard by  twenty-nine  seconds  in  four  miles,  and  Cornell 
defeated  Harvard  by  four  seconds  in  three  miles.  The 
result  of  the  two  races  was  a  most  heated  discussion 
as  to  the  merits  of  Cornell  and  Yale,  which  awaited 
adjustment  up  to  1897.     So  arose  between  the  boating 


ROWING   AT   YALE.  469 

enthusiasts  of  both  universities  the  interesting  question 
of  1876:  "Has  Cornell  or  Yale  the  boating  suprem- 
acy?" Since  then  there  were  occasions  upon  which 
Cornell  and  Yale  have  rubbed  shoulders,  but  never 
raced  until  1897.  In  the  boating  traditions  that  are 
handed  down  at  each  university,  there  are  various  tales 
of  challenges  that  have  passed,  and  one  that  came  very 
near  to  a  race  at  New  London,  when  both  crews  were 
there  to  row  others.  In  that  mysterious  way  in  which 
a  college  quarrel  assumes  great  proportions,  the  status 
of  affairs  between  Yale  and  Cornell  had  come  to  be 
regarded  as  fixed.  Yale  was  supposed  to  be  offended 
because,  when  unwilling  to  saddle  themselves  with  an- 
other race,  they  were  met  with  the  charge  of  cowardice, 
and  Cornell  was  believed  to  have  a  sense  of  injured 
dignity  because  Yale  would  not  row  her.  Yet  individu- 
ally, Cornell  and  Yale  men  were  permitted  to  have 
friendships  and  meet  together. 

Two  or  three  years  ago  another  college  quarrel 
sprang  up,  which  had  its  effect  upon  this  one.  Har- 
vard and  Yale  disagreed,  and  a  most  complicated  con- 
dition of  affairs  ensued.  If  they  did  not  row  each  other, 
whom  should  they  row?  Here  Cornell  again  became 
a  factor.  Harvard  made  a  two  years'  arrangement  with 
Cornell,  and  Yale  went  to  Henley.  Individually,  both 
these  quarreUing  parties  were  sensitive  lest  some  one 
should  point  the  finger  of  scorn  and  say,  "You  have 
no  race;  your  quarrel  is  hurting  you."  Then,  to  fur- 
ther complicate  matters,  a  decided  anxiety  forced  itself 
upon  Cornell.  This  university  had  sent  a  crew  to  Hen- 
ley the  year  before,  and  that  crew  had  failed  to  carry 
off  the  Grand  Challenge  Cup.  Suppose  Yale  should 
do  it!     But  there  was  no  great  danger.     Yale  returned 


470  YALE. 

beaten,  as  Cornell  had  returned  beaten.  Harvard  was 
defeated  by  Cornell  at  Poughkeepsie ;  so  that  of  the  lot 
Cornell  had  by  far  the  most  satisfaction  out  of  the  Har- 
vard-Yale quarrel. 

And  now  came  a  still  more  interesting  part  of  the 
complication.  Harvard  and  Yale  wished  to  patch  up 
their  peace.  But  Harvard  had  a  contract  to  row  Cor- 
nell one  more  year.  All  this  gave  rise  to  months  of 
cogitation;  but  finally,  Yale  having  expressed  her  will- 
ingness to  become  a  party  to  a  three-cornered  race, 
if  Harvard  put  the  question  to  Cornell,  a  suitably- 
framed  letter  to  Cornell  v/as  written  by  Harvard,  and 
immediately  an  answer  was  returned  consenting  to  the 
admission  of  Yale.  So,  without  having  affected  the 
dignity  of  their  positions,  Cornell  and  Yale  came  to- 
gether once  more. 

The  meeting  in  1897  between  Harvard,  Cornell,  and 
Yale  was  the  first  time  that  representatives  of  these 
three  universities  had  ever  met  in  a  race  by  themselves, 
save  once,  twenty-three  years  ago,  when,  on  the  1 5th  of 
July,  1874,  in  the  annual  single-scull  contest  at  Saratoga, 
the  contestants  were  E.  L.  Phillips  of  Cornell,  1875,  A. 
L.  Devins  of  Harvard,  1874,  and  A.  Wilcox  of  Yale, 
1874.  The  race  was  a  two  mile  one,  and  was  won  by 
Wilcox,  who  finished  ten  lengths  ahead  of  Devins  of 
Harvard,  who  in  turn  was  some  five  lengths  ahead  of 
Phillips  of  Cornell.  The  time  made  was  14  minutes 
8|  seconds.  In  'varsity  contests,  however,  where  there 
were  other  representatives  as  well,  Yale  and  Harvard 
had  met  Cornell  in  the  following  years:  1873,  when 
Yale  won;  in  1874,  when  Yale  and  Harvard  fouled  and 
Columbia  won;  and  in  1875,  when  Cornell  won.  The 
triumph  was  a  double  one  for  Cornell,  as  she  also  won 


ROWING   AT  YALE.  471 

the  freshman  race,  beating  Harvard,  Brown,  and  Prince- 
ton, Yale  entering  no  crew.  In  the  single  scull  race 
Cornell  entered  no  man,  and  Kennedy  of  Yale  defeated 
Weld  of  Harvard. 

The  'varsity  race  of  1875  was  rowed  in  six-oared 
shells  with  coxswains.  Cornell's  crew  averaged  22  years 
8  months  in  age,  159  pounds  in  weight,  and  5  feet 
9|-  inches  in  height.  The  course  was  a  three  mile 
straightaway,  and  Cornell's  time  was  16  minutes  53. V 
seconds.  Harvard  finished  third  and  Yale  sixth.  The 
time  was  not  as  good  as  that  made  by  Columbia  the 
previous  year,  they  covering  the  same  course  in  16 
minutes  42 1-  seconds.  In  1897,  ^^1  ^^^  strokes  were 
low,  averaging  not  far  from  34.  Cornell  finished  first, 
with  Yale  second  and  Harvard  third. 

Harvard  and  Yale  'varsity  crews  have  been  meeting 
each  other,  with  occasional  omissions  of  a  year  or  so  at 
a  time,  ever  since  that  initial  race  in  1852.  The  exact 
number  of  'varsity  races  in  which,  whether  accompanied 
by  other  crews  or  by  themselves,  they  have  met,  has 
been  up  to  1898  thirty-six.  So  strong  is  the  general 
impression  produced  by  the  results  of  the  last  twenty 
years,  that  many  will  be  surprised  to  learn  that  Har- 
vard still  has,  in  1898,  the  lead  in  the  number  of  times 
her  boat  has  finished  ahead  of  the  Yale  boat.  Since 
eight-oared  shell-racing  was  adopted,  however.  Harvard 
has  been  rarely  able  to  take  one  race  out  of  every  three, 
the  record  standing  Yale  two  to  Harvard's  one. 

In  those  early  days,  when  the  crews  rowed  but  little 
before  the  race  lest  "  they  should  blister  their  hands," 
and  thus  incapacitate  themselves  for  the  actual  contest, 
there  was  little  of  modern  methods  either  in  boats  or 
men.     But  there  were  names  which  have  since  become 


472 


YALE. 


prominent  in  other  walks  of  life,  and  it  certainly  took 
fully  as  much  pluck  to  row  a  race  in  those  days  of  no 
preparation,  but  extreme  willingness,  as  it  does  to-day, 
with  the  more  advantageous  equipment  and  better 
training.  In  the  Yale  boat  of  i860  sat  H.  Brayton 
Ives,  now  the  New  York  banker,  and  Eugene  L.  Rich- 
ards, now  the  Yale  professor  of  mathematics.  About 
that  time  the  Harvard  boat  always  contained  a  Crown- 
inshield.  When  it  came  down  to  the  sixties,  we  find 
in  the  list  of  those  manning  the  Yale  boat  familiar 
names  like  Wilbur  Bacon,  George  Adee ;  and  in  the 
Harvard  boat  William  Blaikie  and  Alden  Loring,  who 
captained  the  Harvard  crew  that  went  to  England,  and 
Robert  C.  Watson,  who  has  since  been  prominent  in 
Harvard  rowing  affairs. 

In  1872,  first  appears  the  name  of  Robert  J.  Cook, 
Yale's  special  boating  genius.  Richard  Dana  was  cap- 
tain of  the  Harvard  crew  that  year;  and  Cook's  first 
initiation  into  rowing  was  a  defeat  of  i  minute  and  16 
seconds.  Harvard  finishing  the  course  in  16  minutes 
and  57  seconds,  and  Yale  in  18  minutes  and  13  seconds. 
But  the  following  year  the  tables  were  turned,  and 
Cook,  then  captain,  won  with  his  crew  against  Dana's 
crew,  finishing  in  almost  the  identical  time  made  by 
Dana's  crew  the  previous  year. 

Bancroft,  one  of  Harvard's  most  prominent  coaches, 
and  later  mayor  of  Cambridge,  first  sat  in  a  Harvard 
boat  in  1876,  and  captained  it,  but  was  defeated  by 
Yale  in  that  year.  The  next  three  years,  however, 
Bancroft's  crew  won,  and  the  men  who  sat  in  those 
boats  are  well  remembered  yet  at  Cambridge,  • —  Stow, 
Schwartz,  Smith,  Brigham,  Jacobs,  Legate,  Peabody, 
Crocker,  and  Trimble.     Those  were  days  when,  indeed, 


ROWING   AT   YALE.  473 

it  seemed  that  Yale's  boating  star  had  set  forever.  But, 
as  before,  it  is  a  long  lane  that  has  no  turning ;  and  of 
late  years  it  has  been  Harvard  that  could  see  no  light 
ahead. 

What  have  been  known  as  professional  strokes  and 
methods  have  from  time  to  time  had  an  influence  upon 
Yale  and  general  college  boating;  and  although  no  one 
has  been  able  really  to  quite  distinguish  where  and 
when  the  line  of  demarcation  appears,  it  is  worth  while 
to  note  their  presence. 

Back  in  the  early  days,  when  the  crews  had  first 
begun  to  realize  the  advantages  of  training,  we  find  in 
the  seventies  the  professionals,  Ellis  Ward,  Josh.  Ward, 
and  Hamill  of  Pittsburg,  coaching  some  of  the  college 
crews.  They  gave  them  plenty  of  work  and  a  restricted 
diet,  and  sometimes  they  were  successful  under  these 
methods ;  the  victory  of  the  Amherst  Agricultural  Col- 
lege, won  in  1871,  and  Amherst  in  1872,  being  due  to 
this  kind  of  coaching.  In  1873,  the  visit  of  Mr.  Cook 
to  England  imported  new  ideas,  but  they  were  received 
with  a  good  deal  of  scepticism  ;  and  in  fact,  when  Mr. 
Cook  came  back  in  May  he  had  trouble  in  getting  his 
crew  to  follow  out  his  instructions,  and  the  college 
viewed  the  new  stroke  decidedly  askance.  The  news- 
papers joked  about  it  a  good  deal,  and  finally  the  Yale 
freshmen  entirely  rejected  it  and  engaged  one  of  the 
above  professionals  —  Hamill  of  Pittsburg — to  coach 
them.  In  the  regatta  Mr.  Cook's  crew  won,  but  so 
also  did  the  freshmen. 

One  of  the  most  sensational  affairs  in  the  annals  of 
college  rowing  occurred  in  1873,  when  the  mistake  was 
made  of  delivering  the  championship  flags  to  Harvard, 
who  started  with  them  for  Boston,  but  were  stopped  at 


474  YALE. 

Worcester  and  the  flags  sent  back  to  Yale.  The  trouble 
arose  over  the  finish  line,  which  ran  diagonally  across 
the  Connecticut  River  at  Springfield.  There  was  a 
decided  bend  in  the  river,  and  the  line,  therefore,  did 
not  run  at  right  angles  to  the  bank.  It  was  nearly  dusk 
when  the  race  was  finished,  and  Harvard  supposed  they 
had  won;  but  the  judges  awarded  the  race  to  Yale. 

In  1874,  at  Saratoga,  occurred  another  episode  that 
materially  affected  the  boating  relations  of  the  colleges. 
This  was  the  bumping  between  the  Harvard  and  Yale 
boats.  The  episode  provoked  so  much  hard  feeling 
that  it  really  became  the  beginning  of  the  breaking  up 
of  the  intercollegiate  regatta.  So  many  crews  were 
entered  that  it  was  well-nigh  impossible  that  the  race 
should  be  rowed  without  a  foul.  The  race  started,  and 
Harvard  went  into  the  lead.  The  Yale  crew  followed, 
and  rowing  at  33  slowly  crept  up  on  the  Harvard  crew, 
which  had  shifted  over  into  Yale's  water.  Yale  steered 
to  the  right  and  forged  ahead.  After  they  had  attained 
the  lead  Harvard  spurted,  and  the  bow  of  their  boat  ran 
into  Yale's  rudder,  cutting  it  off,  and  breaking  the  oar 
of  Harvard's  No.  i.  Yale  dropped  out  entirely,  and 
Harvard  stopped  for  a  moment,  but  eventually  went 
on  and  came  in  third,  Columbia  winning.  Some  very 
strong  language  seemed  necessary  between  members 
of  the  two  crews  before  the  situation  was  properly 
characterized. 

As  a  means  of  comparing  the  rowing  of  professionals 
and  college  crews,  reference  may  be  made  to  two  con- 
tests at  Boston,  and  one  at  New  Haven.  Of  these  rather 
remarkable  races,  two  were  rowed  on  the  Charles  River, 
one  late  in  the  seventies,  and  the  other  about  1885.  The 
first  was  between  Bancroft's  crew  and  eight  of  the  best 


ROWING   AT   YALE.  475 

oarsmen  that  could  be  picked  up  from  about  Boston, 
practically  a  professional  crew.  In  that  professional 
crew  sat  Faulkner,  as  well  as  such  men  as  Plaisted,  Ross, 
and  Gorkin.  The  two  crews  paddled  down  to  the  start- 
ing-point at  Brookline  Bridge,  and  the  race  was  then 
rowed  over  the  two-mile  course.  In  describing  it,  an 
old  Harvard  oarsman  says  that  when  the  University 
crew  had  reached  the  Union  boathouse,  their  profes- 
sional rivals  had  carried  the  boat  into  the  boathouse 
and  were  wiping  her  off.  The  other  contest,  of  1885, 
was  between  a  scratch  crew  containing  Faulkner,  Hos- 
mer,  Casey,  Gorkin,  and  Kilrain,  and  others.  This 
time,  however,  the  Harvard  crew  not  only  defeated 
the  professionals  in  two  miles,  but  in  the  several  half- 
mile  spurts  pulled  away  from  them. 

The  race  rowed  in  New  Haven  harbor  between  the 
Atlantas  and  "  Phil  "  Allen's  crew  was  even  more  remark- 
able in  its  way.  The  Atlantas,  though  amateurs,  rowed 
what  was  known  as  the  professional  stroke.  The  race 
was  a  four  mile  one,  and  before  it  was  a  quarter  over 
Allen,  the  Yale  stroke,  broke  his  oar.  Yale  was  then 
leading  by  some  lengths.  Allen,  speedily  realizing  the 
situation,  jumped  overboard,  and  was  picked  up  by  the 
launch  following  the  race.  The  Yale  crew,  with  seven 
men,  and  stroked  by  S.  B.  Ives,  the  son  of  Brayton  Ives 
named  earlier  in  this  book,  went  on  and  maintained 
their  lead  after  the  coxswain  and  crew  had  somewhat 
adjusted  themselves  to  the  new  conditions. 

One  can  hardly  do  better  in  such  a  restricted  com- 
ment upon  the  general  province  of  boating  as  the  study 
of  it  at  one  university  must  be,  than  to  glance  at  the 
theories  that  have  governed  the  actions  of  the  individual 
leaders  in  that  sport. 


476  YALE. 

One  might  fairly  divide  the  subject  in  three  parts: 
the  theory  of  the  government  of  that  branch  of  the  uni- 
versity's athletic  interests,  the  theory  of  the  relation  that 
the  university  boating  interests  shall  bear  toward  outside 
boating  bodies,  and  the  theory  of  the  work  itself,  — 
strokes,  rigging,  selection,  etc.  Taking  these  in  inverse 
order,  the  theory  of  strokes  brings  up  an  interesting 
history. 

Those  who  speak  of  strokes,  English  and  American, 
usually  take  it  for  granted  that  the  English  stroke  has 
always  been  a  long,  slow  stroke,  while  the  typical  Amer- 
ican stroke  has  been  a  rapid  one.  This  is  a  mistaken 
idea,  for  the  Englishmen  have  been  through  the  question 
of  high  strokes,  and  some  of  them  were  by  no  means 
unbelievers  in  the  quick  stroke  back  in  the  late  sixties. 
Archibald  McLaren,  at  that  time  one  of  the  authorities 
on  boating  in  England,  wrote  in  the  early  seventies, 
lamenting  the  increased  love  of  the  high  stroke,  as 
follows :  "  Too  often  we  have  found  that  a  short,  quick 
stroke,  by  which  the  boat  is  kept  at  an  almost  uniform 
rate  of  speed  throughout,  is  a  vast  saving  of  propelling 
power.  The  difference  between  this  and  the  old  stroke 
resembles  that  between  an  unbroken,  even  level  run- 
ning, and  a  succession  of  leaps  or  bounds."  So  high 
did  the  strokes  of  some  of  the  crews  run  in  1872  that 
an  old  water-man,  after  watching  the  race,  made  this 
remark,  "  The  crew  that  can  bucket  it  the  fastest  will 
win  the  race,  if  they  don't  bust."  In  1874,  McLaren 
wrote  that  "  the  average  '  racing  pace '  is  forty  to  the 
minute.  In  spurting  it  will  rise  as  high  as  forty-three 
or  forty-four  strokes  to  the  minute." 

There  has  always  been  a  temptation  toward  high 
strokes,  and  especially  in  short  races.     In  long  racing, 


ROWING   AT   YALE.  477 

however,  the  slow  stroke  has  usually  demonstrated  its 
superiority.  The  best  record  ever  made  by  the  fast 
stroke  was  in  an  American  race  between  Yale  and  Har- 
vard at  New  London  in  1882.  The  Yale  crew  were  an 
ideal  crew  for  the  fast  stroke,  and  for  a  part  of  the  race 
certainly  made  a  most  remarkable  performance.  Their 
stroke  ran  all  the  way  from  forty  to  forty-six.  This 
race  is  described  a  little  later  in  this  book. 

What  might  be  called  tJie  stroke  in  the  early  Amer- 
ican college  boat  races  was  a  high  one.  In  1859,  in  the 
closest  race  up  to  that  time  rowed,  namely,  a  race  on 
Lake  Quinsigamond  for  the  Worcester  citizens'  prize, 
the  Yale  crew,  which  finally  won  the  contest  while  row- 
ing for  the  most  part  at  forty-six  to  forty-eight,  spurted, 
after  Harvard  had  the  lead  upon  them,  to  fifty,  and  then, 
it  is  credibly  reported,  to  sixty,  at  the  finish,  and  won  by 
two  seconds.  Something  may  be  said  in  extenuation  of 
such  a  pace,  for  the  crew,  it  seems,  had,  up  to  a  short 
time  before,  been  rowing  with  thirteen-foot  oars  and  a 
stroke  of  only  thirty-eight,  but  their  new  oars  were  only 
ten  and  a  half  feet  long,  and  they  found  themselves 
unable  to  get  and  keep  way  on  the  boat  save  at  a  high 
stroke.  But  the  demon  of  the  fast  stroke  had  seized 
upon  them,  for  the  next  year  they  ran  it  up  to  a  similar 
point,  and  were  beaten  by  Harvard,  but  by  only  twelve 
seconds.  In  1864  and  1865,  the  Yale  stroke  was  still 
quick,  but  not  so  short  as  in  the  race  of  i860,  the  last 
previous  race.  In  1866,  however.  Harvard  quickened 
her  stroke  up  to  forty-two,  while  Yale  altered  hers  to 
a  much  longer  and  slower  one.  Harvard  won  by  a  half 
minute.  In  1867,  Harvard  again  won,  but  in  1868,  led 
away,  as  seems  almost  always  the  case,  when  once 
thoroughly  in  love  with  a  fast  stroke,  they  ran  it  up  still 


478  YALE. 

higher,  forty-five,  and  shortened  their  oars  still  more. 
True,  they  won  again,  but  the  crew  they  sent  to  Eng- 
land in  the  following  year  was  rowed  down  by  the 
Oxford  four  in  the  last  two  miles  of  the  race.  For 
all  this  in  1870  both  Yale  and  Harvard  rowed  a  high 
stroke,  Yale  as  high  as  forty-four,  and  Harvard  as  high 
as  forty-eight,  and,  although  they  had  the  'Varsity  race 
to  themselves,  both  their  Freshmen  crews  were  beaten 
by  Brown.  Yale  did  not  row  in  the  next  regatta,  but 
Harvard  did,  and  was  beaten  easily  by  the  Massachu- 
setts Agricultural  College. 

Harvard  and  Yale  were  both  beaten  by  Amherst  the 
following  year,  and  then  Cook  went  to  England  and 
brought  back  the  principles  of  the  longer,  slower  stroke. 
With  this  stroke  Yale  won  in  1873;  but  the  following 
year  both  Yale  and  Harvard  pulled  thirty-two  to  thirty- 
four,  and  were  beaten  by  Columbia  at  thirty-eight  in 
the  first  mile.  What  the  eventual  outcome  might  have 
been  no  one  can  tell,  for  Harvard  and  Yale  fouled,  and 
Columbia  won.  Again  the  next  year  Cornell,  with  her 
higher  stroke, — higher,  that  is,  than  the  stroke  Yale 
and  Harvard  were  rowing,  —  won.  In  1876,  Yale  pulled 
thirty-two  to  thirty-four,  and  defeated  Harvard,  pulling 
from  thirty-five  to  forty;  but  Harvard  was  defeated  by 
Cornell  again  at  a  point  or  two  higher  still.  In  1879, 
again  we  find  Harvard  pulling  a  stroke  averaging  two 
points  higher  than  Yale's,  though  only  going  up  to 
thirty-eight,  winning  the  race;  and  in  1880,  Yale,  at 
an  average  of  two  points  higher  than  Harvard,  thirty- 
eight  to  forty,  winning.  In  1881,  both  crews  got  up 
still  another  peg  and  Yale  going  from  thirty-eight  to 
as  high  as  forty-four,  with  Harvard  only  to  forty,  the 
race  went  to  Yale. 


ROWING    AT   YALE.  479 

But  in  1882  occurred  what  was  unquestionably  the 
most  remarkable  exposition  of  a  fast  stroke  that  has 
ever  been  seen.  The  whole  story  of  the  stroke  and 
what  led  up  to  it  is  worth  telling. 

The  year  before,  Davis,  a  professional,  had  had  more 
or  less  influence  in  leading  the  Yale  men  to  practise  a 
high  stroke.  There  was  a  good  deal  of  discussion  about 
the  matter,  and  some  questionings  among  the  old  grad- 
uates as  to  the  advisability  of  the  high  stroke.  The 
boating  men  were  rather  divided,  although  the  under- 
graduates and  crew  were  strongly  impressed  with  the 
statements  made  by  Davis.  Finally,  it  came  to  be  a 
question  that  must  be  determined,  and  Davis  offered  to 
build  a  boat,  and  rig  it  according  to  his  ideas,  and  if  the 
crew  with  a  fast  stroke  in  this  boat  did  not  beat  the  time 
that  was  the  record  on  the  harbor,  that  is,  beat  the  best 
time  ever  made  by  any  Yale  crew  over  the  four-mile  har- 
bor course,  by  more  than  a  minute  by  the  first  of  May, 
they  could  turn  him  and  his  boat  adrift.  The  offer  was 
accepted,  and,  in  spite  of  the  thorough  disbelief  of  many, 
the  fast  stroke  in  the  peculiar  rig,  the  men  being  seated 
in  pairs,  did  accomplish  all  that  had  been  claimed  for  it. 
The  test  was  made  before  a  number  of  the  graduate  com- 
mittee of  the  boat  club,  and  the  time  was  20  minutes,  9 
seconds. 

The  Davis  rig  and  stroke,  therefore,  won  the  day,  and 
the  crew  went  to  New  London  thus  equipped.  On  the 
day  of  the  race  there  had  never  been  a  more  confident 
Yale  crew.  They  had  repeatedly  beaten  time  records 
in  their  practice  work,  and  felt  sure  of  success.  They 
started  off  at  a  stroke  of  forty-six,  letting  it  down  to 
forty-four,  but  never  at  any  period  below  forty,  and  the 
boat  entered  the  third  half  mile  of  the  race  a  clear  two- 


48o  YALE. 

boat  lengths  ahead  of  Harvard,  and  evidently  good  to 
keep  up  that  pace  indefinitely.  Here  happened  the 
most  inexplicable  thing  that  has  occurred  in  college 
boat  racing  on  this  side  of  the  water,  —  a  thing  for  which 
all  sorts  of  explanations  have  been  offered,  but  none  of 
them  thoroughly  satisfactory.  In  that  half  mile  they 
rowed  the  same  high  stroke,  but  the  boat  was  as  if 
anchored,  and  Harvard  gained  eight  boat-lengths  before 
the  end  of  that  half  mile,  thus  making  up  the  two 
lengths  that  they  were  behind,  and  putting  their  boat  in 
the  lead  by  some  six  lengths.  This  portion  of  the 
course  was  called  the  "  eel  grass "  section,  and  was 
over  the  flats,  while  the  Harvard  boat  was  in  the 
channel.  But  it  does  not  seem  as  if  this  would  have 
been  enough  to  make  the  remarkable  difference.  From 
that  point  on  to  the  finish  Yale  gained  at  every  stroke, 
and  at  the  last  quarter  mile  was  lapping  Harvard,  and 
had  Yale's  coxswain  not  mistaken  the  course,  and  steered 
outside  of  some  boats,  the  fast  stroke  might  even  then 
have  triumphed,  for  Harvard  finally  finished  by  a  scant 
half-length  ahead. 

Although  defeated,  the  Yale  crew,  with  the  fast  stroke, 
and  in  spite  of  the  stop  in  the  third  half-mile,  had  rowed 
the  course  in  faster  time  than  any  Yale  crew  before 
them ;  and  it  is  no  wonder  that  among  the  men  who 
rowed  in  this  boat,  there  are  some  settled  convictions 
as  to  the  advisability  of  the  fast  stroke. 

But  upon  the  heels  of  this  almost  convincing  exploit- 
ation of  the  high  stroke  followed  a  year  of  disaster  to 
the  devotees  of  that  school  which  has  never  been  over- 
come. The  Yale  crew  of  1883  rowed,  or  meant  to  row, 
40-46.  They  had  been  trained  to  row  at  the  same  rate 
as  the  crew  of  the  previous  year;   but  as  a  matter  of  fact 


ROWING  AT  YALE.  481 

the  stroke  was  so  badly  overtrained  that  he  could  not 
force  the  pace  up.  Thus  before  the  race  was  half  over 
the  beatings  of  their  oars  upon  the  water  seemed  Hke 
feeble  efforts  of  a  wounded  bird,  and  Harvard,  rowing 
37-39,  finished  15  lengths  ahead.  The  defeat  was  so 
severe  that  the  stroke  was  dubbed  the  "  Donkey  En- 
gine "  stroke,  and  was  then  and  there  practically  aban- 
doned. In  1884,  Harvard  started  at  37,  but  ranged  from 
36-38;  while  Yale  rowed  as  high  as  40  at  the  start,  but 
came  down  to  38,  and  won  by  four  lengths.  For  the 
last  eight  or  ten  years,  Yale's  stroke  has  ranged  from  32 
to  36,  with  Harvard's  on  the  whole  a  couple  of  points 
higher,  and  almost  without  exception  Yale  has  won.  At 
the  last  meeting  of  the  two  alone,  namely,  the  race  at 
New  London  in  1895,  after  starting  at  36  Yale  speedily 
dropped  to  32,  and  rowed  the  race  at  from  32  to  34. 
Harvard  went  off  at  38,  dropped  to  34,  but  soon  went 
up  again  to  36,  and  at  the  Navy  Yard  were  rowing  38. 
Yale  won  easily.  But  the  Freshmen  crews  of  the  two 
institutions  had  a  most  exciting  race.  Yale  began  after 
a  few  quick  strokes  to  row  at  34.  Harvard,  at  a  point 
or  two  higher,  led  them  during  the  first  mile,  but  only 
by  a  slight  margin.  Yale  then  lifted  her  stroke  to  36- 
38,  and  at  one  time  touched  20  for  the  half-minute.  At 
this  spurt  the  Yale  boat  secured  a  slight  lead,  which 
was  maintained  to  the  finish,  although  clear  water  was 
never  opened  up.  At  Poughkeepsie,  in  1897,  the  strokes 
of  the  three  crews  were  all  low.  Cornell  had  the  longest 
slide,  and  Harvard  the  most  noticeable  body  swing.  All 
three  had,  however,  adopted  much  of  the  English  body 
swing. 

Cornell's  stroke  at  Henley  was  severely  commented 
upon  by  the  English  papers  as  short  and  lacking  in  body 

31 


482  YALE. 

swing.  In  the  heat  when  they  were  defeated  it  was  a 
high  stroke,  and  to  the  men  in  their  condition,  to  all 
external  appearances,  a  killing  one.  Yet  in  the  earlier 
days  of  their  work  upon  the  river  they  made  excellent 
time,  even  in  comparison  with  the  best  of  the  English 
crews.  At  Poughkeepsie,  too,  in  that  year,  Columbia's 
longer  swing  proved  victorious  over  Cornell's  American 
crew.  Next  year,  however,  the  stroke  of  the  Ithacans 
was  manifestly  longer  and  slower,  and  the  reach  had 
lengthened  out  materially.  With  this  stroke  they  rowed 
Harvard  down  after  the  middle  of  the  course  had  been 
passed,  and  in  the  following  year  defeated  both  Yale 
and  Harvard. 

The  stroke  of  the  Sho-wae-cae-mettes  was  the  highest 
stroke  we  have  had  any  fair  record  of,  and,  as  was  shown 
in  one  of  their  heats  at  Henley,  as  well  as  in  numerous 
races  in  this  country,  it  certainly  carried  their  boat  rap- 
idly. Thus  we  have  the  Shos,  the  Yale  crew  of  1882, 
and  the  Cornell-Henley  crew  as  examples  of  what  has 
been  looked  upon  by  the  public  as  a  high  stroke ;  and 
there  is  no  avoiding  the  issue  that  at  certain  times  in  the 
course  of  their  work  each  one  of  these  crews  was  making 
phenomenal  time.  But  two  of  these  crews  broke  down 
at  the  moment  of  possible  victory,  and  the  third  —  put 
it  how  one  likes  —  rowed  their  race  just  enough  slower 
than  their  rivals  to  miss  the  winning.  In  England, 
where  there  are  twenty,  even  thirty,  crews  to  our  one, 
where  their  rowing  record  antedates  ours  by  a  score  and 
more  of  years,  and  where,  if  anywhere,  there  are  unlim- 
ited opportunities  of  comparison,  the  question  of  stroke 
seems  to  have  been  settled  in  favor  of  the  slow  stroke 
with  the  long  reach  and  the  comparatively  short  slide. 
Not  that  the  English  crews  do  not  spurt  on  the  short 


ROWING    AT   YALE.  483 

Henley  course  up  to  and  even  beyond  forty,  but  the 
stroke  is  a  long  one,  cut  off  a  bit,  and  never  the  "  shut- 
tle-like "  action  of  what  we  call  our  fast  stroke  here. 
And  with  all  the  old  questions  among  boating  enthusi- 
asts it  seems  almost  a  pity  that  there  does  not  happen 
to  be  in  a  race  some  year  one  crew  with  a  fast  stroke  and 
an  ability  to  execute  it  like  some  one  of  these  above- 
mentioned  crews.  Not  until  such  a  crew  with  such  a 
stroke  rows  out  a  race  from  start  to  finish  by  the  side  of 
some  representative  crew  of  the  other  school  will  the 
doubts  be  laid  at  rest.  When  a  crew  breaks  down,  its 
supporters  naturally  are  not  satisfied  with  the  test.  The 
statement  that  men  are  not  machines,  and  hence  cannot 
keep  up  the  high  stroke,  is  usually  true  so  far  as  the 
evidence  has  gone;  but  there  come  from  time  to  time 
phenomenal  men  who,  when  grouped  together,  produce 
phenomenal  crews,  and  the  actual  time  records  of  some  of 
these  high-stroke  crews  are  hard  to  face,  and  would  be  still 
harder  if  one  of  them  should  win  a  race.  Then  the  only 
remaining  question  for  argument  would  be,  "Could  the 
same  crew,  being  such  phenomenal  men,  not  have  rowed 
even  faster  had  they  used  a  different  stroke?"  And  in 
that  we  have  one  of  the  fascinations  of  the  sport,  —  that 
it  cannot  be  freed  from  an  element  of  mystery  and  un- 
certainty ;  that  there  may  be  as  yet  undiscovered  reasons 
for  speed ;  that  the  shape  of  a  shell,  the  cut  of  an  oar, 
the  incline  of  a  slide,  —  any  one  of  these,  or  a  dozen 
other  things,  may  mean  victory  or  defeat,  and  that,  too, 
outside  and  beyond  the  marvellous  thirty  or  forty  articuli 
of  the  stroke  itself.  It  is  fair  to  say  that  in  the  question 
of  strokes  Yale  has,  while  experimenting  less  than  Har- 
vard, actually  carried  the  study  quite  as  far.  Harvard 
has,  however,  in  the  bringing  about  of  Mr.  Lehmann's 


4^4  YALE. 

visit  to  this  country  in  1897,  1898,  performed  her  share 
in  the  advancement  of  the  sport. 

As  to  his  relations  with  outside  rowing  bodies,  the 
Yale  oarsman  has  been  conservative.  He  has  wanted  to 
keep  up  his  annual  contest  with  Harvard,  and  with  but 
few  exceptions  has  made  this  apparent.  He  has  not  felt 
the  need  of  championships,  or  been  in  any  sense  depend- 
ent upon  popular  reputation.  Hence  the  excursions  of 
the  Yale  boatman  into  outside  waters  have  been  few. 
His  desire  has  been  to  meet  and,  if  possible,  defeat  Har- 
vard. For  many  years  that  desire  was  but  half  fulfilled. 
He  met  the  Harvard  oarsman,  but  he  never  could,  as 
described  elsewhere  in  this  book,  carry  out  the  rest  of 
the  programme.  But  with  Harvard  and  others  he  did 
sometimes  try  his  hand  against  the  Englishman. 

Attempts  have  always  been  made  from  time  to  time 
to  bring  together  two  eight-oared  crews  from  leading 
American  and  English  universities  for  a  four-mile  con- 
test, but  they  have  never  yet  been  crowned  with  success. 
One  of  the  most  serious  obstacles  is  the  fact  that  the 
time  of  rowing  the  annual  races  of  Oxford-Cambridge 
and  Harvard-Yale  differ  by  so  many  months.  The  near- 
est approach  to  a  race,  and  what  would  have  developed 
into  an  assured  contest  had  not  Harvard  defeated  Yale, 
was  in  1891.  In  that  year  Oxford  had  practically  ac- 
cepted a  challenge  from  Yale,  based,  however,  on  the 
condition  of  Yale's  winning  her  American  race.  There 
Harvard  upset  the  arrangements  by  running  off  with  the 
victory  and  leaving  Yale  stranded. 

The  only  distinctively  college  contest  between  English 
and  American  crews  was  in  1869,  between  representative 
four-oared  crews  of  Harvard  and  Oxford.  On  the  6th 
of  April  of  that  year,  W.  H.  Simmons,  then  captain  of 


ROWING  AT  YALE.  485 

the  H.  U.  B.  C,  sent  the  president  of  the  O.  U.  B.  C.  a 

challenge  to  row  a  race  in  outrigger  boats  from  Putney 
to  Mortlake,  on  some  date  to  be  later  decided  upon,  be- 
tween August  15  and  September  i.  He  sent  a  similar 
challenge  to  Cambridge.  Both  Oxford  and  Cambridge 
accepted  the  challenge,  the  latter  conditionally,  however. 
As  soon  as  Simmons  received  his  acceptances  he  in- 
vited A.  P.  Loring,  one  of  the  most  prominent  of  Har- 
vard oarsmen,  to  take  the  captaincy  and  stroke  of  the 
boat,  Loring  did  captain  the  crew,  but  left  Simmons  at 
stroke  and  went  himself  to  bow.  The  Harvard  crew  was 
made  up,  in  addition  to  Loring  and  Simmons,  of  S.  W. 
Rice  and  George  Bass,  but  these  two  were  later  replaced 
by  the  substitutes,  Fay  and  Lyman.  Harvard  took  over 
a  boat  built  by  Elliott,  of  Greenpoint,  this  country.  But 
after  their  arrival  there  they  ordered  a  new  boat  from 
Salters,  of  Oxford.  The  race  was  finally  rowed,  how- 
ever, in  the  Elliott  boat.  The  four  men  who  manned 
the  Oxford  boat  were  all  Etonians.  They  had  all  rowed 
in  winning  boats  in  their  college  matches,  and  had  also 
each  been  seated  in  winning  boats  at  Henley.  The 
most  prominent  was  F.  Willan,  of  Exeter  College.  He 
had  rowed  four  times  in  a  winning  boat  in  the  university 
race.  J.  C.  Tinne,  the  president  of  the  O.  U.  B.  C,  had 
rowed  three  times  in  a  winning  boat.  A.  C.  Yarborough 
and  A.  Darbishire  had  each  rowed  twice  in  winning  boats, 
and  Darbishire  had  been  stroke  of  his  university  crew. 

The  race  was  rowed  on  the  27th  of  August  at  a  quar- 
ter past  five  in  the  evening.  Harvard,  having  won  the 
choice,  took  the  outside  course,  and  by  a  brilliant  spurt 
secured  the  lead,  so  that  by  the  time  Bishop's  Creek  was 
passed  they  had  a  half  a  boat  length.  At  the  Crab  Tree 
Inn  (one  mile)  they  had  opened  a  still  greater  lead,  and 


486  YALE. 

there  was  over  a  boat  length  of  clear  water  between  the 
two  crews.  Oxford,  however,  by  a  spurt,  closed  up  this 
gap  so  that  Harvard  led  by  only  three  quarters  of  a 
length  at  the  Soap  Works.  But  Harvard  responded  to 
the  spurt,  and  by  the  time  the  crews  passed  under  Ham- 
mersmith Bridge  there  was  clear  water  between  them 
again.  Here,  it  is  said,  the  English  crowd  called  on  the 
Oxford  stroke  to  spurt.  But  he  calmly  shook  his  head 
and  kept  on  at  the  same  slow  stroke.  Soon  after  this 
the  Harvard  crew  began  to  come  back  gradually  to  the 
Oxford  boat,  and  when  they  reached  Chiswick  Ait  (two 
miles  and  a  half  of  the  course)  the  boats  were  level. 
From  this  time  on  Oxford  drew  ahead  and  finished  by 
what  was  reported  to  be  three  lengths,  although  the 
judge  at  Mortlake  decided  a  length  and  a  half. 

The  Centennial  Regatta  in  1876  at  Philadelphia  on 
the  Schuylkill  was  another  opportunity  of  testing  Amer- 
ican, and  particularly  Yale,  rowing  against  English  crews. 
The  regatta  was  held  in  August,  and  at  that  time  a  four- 
oared  crew  went  to  Philadelphia  to  represent  Yale.  This 
crew  consisted  of  Kennedy,  stroke,  Kellogg,  Colin,  and 
Cook,  bow.  Wood,  who  had  expected  to  row  at  bow, 
was  disabled  by  a  felon.  Yale  won  the  second  heat,  lead- 
ing the  Vespers  and  Crescents  of  Philadelphia.  The 
next  day  Yale  was  drawn  against  the  London  Rowing 
Club,  and  were  beaten  by  three  feet.  The  race  was  a 
hot  one,  and  there  are  to  this  day  claimants  who  believe 
that  the  Yale  four  were  jockeyed  out  of  the  race  on 
account  of  the  bend  in  the  course  of  the  river.  The 
London  Rowing  Club  were  on  the  inside,  and  when  Yale 
was  even  with  them  swung  slowly  out.  Yale  yielded, 
and  the  London  boat  went  back  into  its  course  again. 
As  Yale  was  on  the  outside  this  forced  them  to  row  far- 


ROWING   AT   YALE.  487 

ther,  and  the  same  thing  happened  again,  which  added 
still  more  to  the  distance  they  had  to  row.  This  prac- 
tice it  was  stated  was  not  against  the  Enghsh  racing 
rules,  but  was  not  looked  on  with  favor  here. 

At  any  rate  it  was  an  excellent  race,  and  the  men  who 
sat  in  the  Yale  boat  were  considered  phenomenal.  The 
time  of  the  race  was  8  minutes  and  5 1  seconds  over  a 
mile  and  a  half  course.  The  Beaverwicks  of  Albany 
finally  won  from  the  London  Rowing  Club  in  slower 
time  than  this. 

On  September  i,  Yale  beat  Columbia  in  the  collegiate 
match,  First  Trinity,  of  Cambridge,  England,  who  was 
entered,  withdrawing. 

Cornell's  trip  to  Henley  produced  in  the  end  more 
excitement  and  interest  than  almost  any  other  interna- 
tional match  that  we  have  had.  Their  style  was  unfa- 
vorably commented  upon  as  soon  as  they  reached  the 
Thames,  and  it  was  said  they  did  all  the  work  with  their 
arms,  which  was  untrue,  and  was  merely  an  illusion  pro- 
duced by  their  straight  backs  and  the  use  of  the  slide. 
It  is  a  fact  that  they  rowed  a  high  stroke,  well  up  in  the 
forties,  but  in  their  earlier  time  races,  before  they  had 
become  exhausted  either  by  the  severity  of  their  work 
or  the  effect  of  the  climate  (some  say  one,  others  an- 
other) they  did  row  the  course  in  close  to  seven  minutes, 
making  it  in  7  min.  4  sec,  7  min.  10  sec,  and  7  min. 
15  sec.  A  week  or  ten  days  before  the  race,  however, 
they  began  to  go  off  quite  markedly,  and  two  or  three 
of  them  were  hardly  fit  for  the  severe  effort  when  the 
time  of  trial  came.  They  won  a  heat  against  Leander, 
who  failed  to  get  off  at  the  word,  and  by  accepting  the 
heat  thus  by  default  Cornell  incurred  a  good  deal  of 
enmity.      In  the  next  heat   they    were    drawn    against 


488  YALE. 

Trinity  Hall,  the  crew  that  finally  won  the  cup.  When 
the  umpire  gave  the  word,  Cornell  started  at  the  rate  of 
46  to  the  minute,  and  Trinity  at  42.  The  boats  were 
nearly  level  at  the  top  of  the  island,  Cornell  was  leading 
by  a  few  feet  at  the  quarter  mile,  and  gained  from  this 
point  to  the  half  mile.  At  Fawley  Court  they  were 
three  quarters  of  a  length  in  the  lead.  Trinity,  how- 
ever, now  began  to  gain,  and  at  the  Bushey  Gate  they 
were  only  half  a  length  behind.  At  the  mile  they  had 
closed  up  the  gap  to  a  quarter  length,  and  at  the 
Isthmian  boathouse  they  had  pushed  the  nose  of  their 
shell  ahead  of  Cornell's  boat.  At  this  point  there  ap- 
peared to  be  a  general  collapse  in  the  Cornell  boat, 
the  oars  suddenly  beginning  to  go  sadly  out  of  time, 
and  a  moment  later  the  men  had  stopped  rowing.  The 
Trinity  men  had  kept  on  at  the  same  pace,  and  crossed 
the  finish  in  7  minutes  and  15  seconds. 

The  visit  of  the  Yale  crew  to  Henley  in  1896  is  too 
recent,  and  hence  too  fresh  in  our  minds  to  require  much 
comment.  Leaving  on  the  "  City  of  Berlin,"  the  Yale 
crew  arrived  at  Southampton  June  15,  and  went  direct 
to  Henley.  The  impression  gained  by  the  representa- 
tives of  the  English  sporting  papers  of  their  style  was 
distinctly  unfavorable.  Both  the  London  "  Field"  and 
the  "  Daily  Graphic  "  commented  upon  this,  the  former 
even  stating  frankly  that  the  stroke  was  the  same  as  the 
Cornell  stroke,  and  bearing  no  resemblance  to  what  was 
expected,  namely,  the  English  stroke  in  a  modified  forni. 
Later  on  the  comments  were  less  unfavorable.  Yale 
drew  Leander  in  the  first  drawings,  and  was  defeated  by 
some  lengths.  Two  of  her  men  were  badly  pumped  at 
the  finish,  though  they  rowed  the  race  out.  Leander 
finally  won  the  cup  by  defeating  New  College  in  an  ex- 


ROWING  AT  YALE.  489 

citing  and  close  finish.  Mr.  Lehmann,  later  the  coach 
of  the  Harvard  crew,  for  two  years  was  the  coach  of  the 
winning  Leander. 

The  government  of  the  rowing  interests  at  Yale  Uni- 
versity has  been  commented  upon  briefly  elsewhere  in 
this  boating  chapter.  The  theory  has  varied  from  time 
to  time.  It  has  been  debatable  and  debated,  whether 
the  captain  or  the  commodore  or  the  president  or  the 
coach  should  have  the  final  say  in  matters  of  policy. 
But  it  has  always  resolved  itself  into  keeping  that  branch 
of  sport  in  safe  hands,  and  essentially  well  administered. 

From  1886  to  1890,  inclusive,  Yale  defeated  Har- 
vard with  regularity  every  year  at  New  London.  In 
1 89 1,  Harvard  took  one  race,  but  since  that  time  up 
to  and  including  1898  Yale  has  finished  ahead  of 
Harvard.  In  1890,  under  the  captaincy  of  "Phil" 
Allen,  Yale  developed  a  crew  that  had  the  nucleus  of  a 
powerful  eight;  but  in  the  following  year,  owing  it  is 
believed  by  many  to  mixing  up  strokes,  she  finished 
last  for  the  first  time  since  1885.  In  that  year  the 
experiment  was  tried  of  putting  Hagerman,  a  former 
Cornell  oarsman,  at  No.  7.  The  effect  seemed  to  be 
that  in  the  race  the  port  and  starboard  oars  were  each  fol- 
lowing a  different  stroke,  and  the  result  was  disastrous. 
Another  reason  which  has  been  alleged  for  the  defeat  was 
too  great  weight  in  one  or  two  individuals  sitting  in  the 
waist  of  the  boat.  After  this  defeat  there  was  a  period 
of  most  unpleasant  prospects  for  Yale  boating,  and  it 
was  not  until  Hartwell,  at  that  time  in  the  medical  school, 
accepted  the  position  of  captain  upon  the  resignation  of 
Gould,  that  things  began  to  look  brighter.  Even  then 
it  was  a  hard,  long,  uphill  fight,  but  in  the  end  Hartwcll's 
crew,  stroked   by  Gallaudct,  won  the  race.      In   1893, 


490 


YALE. 


under  the  captaincy  of  S.  B.  Ives,  who  had  rowed  at 
seven  in  the  Yale  boats  in  1890,  1892,  and  1893,  the 
crew  was  brouglit  to  a  winning  point,  and  that,  too,  in 
spite  of  some  lack  of  material.  In  1894,  F.  A.  Johnson, 
who  had  for  two  years  rowed  at  bow,  was  put  in  captain, 
and  went  to  stroke.  There  was  some  difficulty  about 
the  crew's  following  him,  but  for  all  that  they  won,  al- 
though in  rather  slow  time.  In  1895,  under  Armstrong, 
who  had  rowed  bow  in  the  1894  crew,  and  with  Langford 
at  stroke,  the  crew  lengthened  out  into  a  nearer  approach 
to  the  stroke  of  some  years  before  than  had  been  seen 
for  several  summers  on  the  river.  They  won  their  race, 
but  were  not  sufficiently  pressed  to  make  the  best  time. 
While  preparations  were  making  for  this  race,  the  quar- 
rel developing  between  Harvard  and  Yale  came  to  a 
head,  and  this  w^as  looked  upon  as  the  last  race  for  some 
years.  In  1896,  Yale,  therefore,  sent  a  crew  to  Henley. 
The  result  of  the  visit  was  a  salutary  one  in  many  ways, 
not  the  least  of  which  being  the  lesson  learned  by  Yale, 
that  there  was  something  in  the  English  boating  ideas 
after  all.  Yale  made  a  fair  showing,  but  was  defeated 
in  a  trial  heat.  In  1897,  ^^ale  and  Harvard  having  come 
together  again,  but  the  latter  having  a  contract  to  row 
with  Cornell,  Yale,  in  order  to  accommodate  all  parties, 
entered  into  a  triangular  race  at  Poughkeepsie.  In  this 
race  Cornell  defeated  Yale  by  ten  seconds,  and  Yale 
defeated  Harvard  by  sixteen  seconds. 

Not  the  least  eventful  of  Yale's  boating  contests  was 
the  race  rowed  at  New  London  in  June  of  1898.  It  is  true 
that  the  same  universities  were  represented  by  crews  as 
competed  on  the  Hudson  in  1897,  but  the  test  was  not 
a  snap  one  like  that.  There  is  no  doubt  that  all  three 
coaches  looked  forward  with  anticipation  to  the  race  of 


ROWING   AT   YALE.  491 

1898  as  one  In  which  each  man  should  do  his  best  to 
vindicate  his  own  idea  of  what  rowing  should  be.  Al- 
though there  was  much  of  preliminary  college  politics 
exhibited,  it  was  practically  a  foregone  conclusion  that 
Cornell,  Harvard,  and  Yale  would  meet  at  New  London. 
So  Mr.  Cook,  who  was  the  Yale  coach,  spent  the  winter 
and  spring  in  New  Haven;  Mr.  Lehmann,  the  Harvard 
coach,  and  a  gentleman  whose  visit  was  worth  much  to 
the  tone  of  our  boating,  came  twice  from  England,  and 
had  trusty  lieutenants  in  his  absence ;  Mr.  Courtney 
spent,  as  usual,  all  his  time  at  Ithaca.  The  victory  of 
Cornell  in  1897  gave  them  the  position  of  favorites, 
especially  as  their  crew  was  a  veteran  one.  Both  Yale 
and  Harvard  were  younger  and  much  less  seasoned.  It 
was  necessary  to  postpone  the  race  the  first  day  on 
account  of  rough  water,  and  it  was  not  rowed  until 
noon  of  the  following  day.  Yale  pushed  a  little  to  the 
front  at  the  start,  and  at  ten  strokes  or  so  had  the  nose 
of  her  boat  quite  a  little  ahead  ;  but  Cornell  swung  out 
with  32  strokes  to  the  minute,  putting  every  pound  they 
could  into  the  sweeps,  and  gradually  overhauled  Yale. 
From  that  point  on  the  race  was  never  in  doubt,  al- 
though in  the  last  half  of  the  fourth  mile  Yale  crept 
up  a  little.  Cornell  finished  first  by  some  four  or  five 
lengths,  with  Yale  second,  and  Harvard  farther  behind 
Yale  than  was  Yale  behind  Cornell.  Thus  for  two  years 
Cornell  has  been  a  factor  in  the  Yale-Harvard  races, 
and  in  both  years  has  won.  Later,  at  Saratoga,  in  the 
race  between  Pennsylvania,  Cornell,  Wisconsin,  and 
Columbia,  Pennsylvania  defeated  the  same  eight  that 
a  week  previously  defeated  Yale  and  Harvard. 


492 


YALE. 


i 
(5 

8-oared  barges. 

Oneida  37  ft.  long.    Coxswains. 

Yale  boats  —  6-oared,  coxswain. 

Harvard  boats  —  Iris,  8-oared 
barge,  short  free  outriggers, 
coxswain,  40  ft.  ;  Y.  Y.,  4 
oared  lapstreak,  framed  out- 
riggers, no  coxswain,  32  ft. 

Yale  —  4-oared. 

Harvard  —  pine  shell,  6-oared, 

40  feet,  150  lbs. 
Brown  —  6-oared. 
Trinity  —  6-oared. 

Yale  —  6-oared  shell  with  cox- 
swain, 45  ft. 

Harvard  —  6-oared  pine  shell, 
40  ft.  150  lbs. 

Brown — 6-oared  lapstreak,  44  ft. 

Avon  —  6-oared  lapstreak,  42  ft. 

Yale  —  6-oared  cedar  shell,  cox- 
swain. 

Harvard  —  6-oared  pine  shell, 
40  ft. 

Brown  —  6-oared  cedar  shell, 
coxswain. 

Yale  —  6-oared  cedar  shell. 
Harvard  —  6-oared  cedar  shell, 
4S  ft.  22  in.  beam. 

J 

•S             S«                 •                 <»                   K              - 

^          ?Ja              ■              E                E            i 

c 
o 

•"         EE            ;            "             "          ^ 

c 
c 

Oneida  of  Harvard. 

Iris  of  Harvard. 
Y.  Y.  of  Harvard. 

The  death   of   Mr. 
George    E.    Dun- 
ham,  of  the  Yale 
crew,  by  drowning 
at  Springfield,  pre- 
vented the  race. 

Harvard. 

Harvard. 
Yale. 

c 
rt 

a> 
a 
o 
U 

Halcyon  (or  Shaw- 
niut)  of  Yale. 

Oneida  of  Har- 
vard. 

Nereid  of  Yale. 
Nautilus  of  Yale. 
Iris  of  Harvard. 
Y.  Y.  of  Harvard. 

Volante  of  Yale. 

Harvard. 

Brown. 

Trinity. 

Yale. 
Harvard. 

Atalantaof  Brown. 
Avon   of   Harvard 
(Class  of  '60). 

Yale. 

Harvard. 

Brown. 

Yale. 
Harvard. 

3 
O 

U 

Lake  Winnipesaukee.      About 

two     miles     straight      away. 

Weather  fair  and  calm.    Water 

smooth. 
Connecticut  River,  Springfield. 

I J   miles    down    stream    and 

return.      Weather     lowering. 

Smooth  water,  light  breeze; 

11  sec.  per  extra  oar  allowed 

to  small  boats. 

Connecticut  River,  Springfield. 
First  regatta      of     American 
Colleges. 

Lake    Quinsigamond.     Second 
Intercollegiate     regatta;      ij 
miles    and    return.      Cloudy, 
fresh  wind,  choppy  water. 

Lake  Quinsigamond.   Third  In- 
tercollegiate regatta  ;  ij  miles 
and    return.      Fine    weather, 
strong  wind,  water  not  smooth. 

Lake    Quinsigamond.      Fourth 
Intercollegiate     regatta;      li 
miles  and  return.     Fine  wea- 
ther, good  water. 

Q 

1852 
Aug.  3 

1855 
July  21 

1858 
July  23 

1859 
July  26 

i860 
July  24 

1864 
July  29 

ROWING   AT  YALE. 


493 


ra  c     d"a          = 

M         ^ 

rt      — 

rt       = 

N  p    <r 

13 

•73"^      'Hi  «               a» 

-a      u 

-a      « 

v.. 

rt 

S=    -5-S        -S 

«  -s 

"     1 

s  -g 

«.H     5: 

1 

.22  rt      "O                  "O 

•=   U         D  00                  « 

2    « 

c      ?! 

.52      13 

00^     ,-r 

s 

1    -Ss 

1-   rt 

=  2 

i 

•a  S  <«  1-^  ?  -g  o^ 

-a      o^ 

■2     S^ 

o 

"2     0-2 

o 

"S^  MO    . 

•-       —  S 

rt 

S  =■  1  •- 

1  ^.£  ^  B 
°  =  5  1  s 

S           .-   M 
i2          Cm 

^?^n!,jr.s  ^4.2- 

^   •i;^ 

-i   -is 

1     4>    *- 

1     .  ^ 

1       .    ""     . 

1  u-a  ^    • 

1  =  (i;«^.s   1  «-• 

1  .S  g^ 

i^>^ 

1  d  g.s 

i-°S>-S'^     ^"S        1 

g^K"- 

■js       r::  3 
>       < 

6                     • 

^3 

;; 

o 

u 

u 

(U 

E 

"                    S 

^ 

CA 

^.^  i/i 

in 

•■^^                         m 

«*0 

H 

■«r                    "* 

: 

% 

■^ 

>    • 

c 

E             £ 

E 

E 

S 

C-E 

E 

% 

t.            -2 

00 

r^ 

OO 

- 

J 

^  0 

«                          *^ 

^ 

d 

u 

0) 

c 

W                                                          yj 

T 

« 

w 

w 

o 

?                         " 

e" 

o 

o 

xs 

" 

^4_ 

3 

0 

HH 

u 

o 

a 

c 

-a 

a 

' 

'^ 

13 

13 

•d 

-6 

13 

1- 

)- 

rt 

rt 

a 

..t                      > 

> 

> 

> 

> 

.c 

<>                      u 

u 

i-> 

^ 

rt 

s 

X 

X 

X 

X 

< 

-2 

•d                 13 

'6 

■6 

12 

V 

3 

c 

u 

i- 

n  ™  =  "  oC 

o 

a                   S 

t5 

rt 

u 

6t 
^X 

Ix 

^  S|        .5  E- 

>  °  • 

■§11 

c  "  « 

H  1'  „  E 

W^    .   2   M 

.  rt  u              .  rt  ^  ti 
"c  "  G          -u  t;  2  " 

s  i;     >;     S  £     ^ 
■s  "  n  «      s  rt  t:  o 

S.ssi 

•d  m'^  rt 

rt  ^  tn 
•d  ^'^  ^~ 

i 

111 

6  u  j;  M 

-ds-g 

E      E-S 

eg ^  a '^ 

^-.  0  c  «  »; 
3     w  "S  «■ 
■§:§  -T"  * 

o 
U 

3  u  r;  ^ 

B    «    3    O 
4)    f    U    rt 

•^.2  H  „ 

■^I'i    al".^- 

C"  „-a 

O-o  --0 

lllll 

«  "S  rt  U  =13 

5  s-  .  S  g 

DCJ'oO          OJO-rJc: 

0)  SJiic 

<u  "13   O 

■^  S  c  E     ^  S  c-5 

-S^-E-5 

.a  S  c  o 

;§=-E^ 

3  -•'   rt    1   0   0 
OH   tX<13   M 

-1           _i 

►J 

J 

H-i 

>-) 

»            1^ 

o 

•* 

fO 

M 

■+ 

lo  '^                     \0    '^ 

r^  ^ 

o" 

0     " 

Is 

Si:-          S.i' 

m>- 

«±- 

g  >, 

^.i- 

e»ir 

fl 

w    3                       M    3 

"  a 

-3 

~   3 

*^    3 

"->                        *-> 

•-» 

>— 1 

•-n 

•-) 

>— > 

494 


YALE. 


^ 

n 

5S  5 

o 

o 
o 

*^  S 

o 

1 

=  •5 

0-- 

■£•5    • 

fS-C   o 

. 

« 

K  rt-^ 

^  £■£ 

^ 

^ 

"oj 

s 

'O 

-a 

Sax 
"2      ^"^ 

(2 

2    . 

1-    . 

i  CO   rt 

?.s 

8  = 

g.£> 

s 

0) 

U 

s 

o^ 

rC4 

H 

N 

«o 

U1 

c 

s 

s 

E 

^ 

"2 

VO 

vO 

>. 

. 

• 

^ 

"i 

• 

s 

Ui 

o 

.-«* 

^ 

CO 

• 

U 

X 

c 

.2 

■^ 

t 

=3 

<6 

_3 

g 

"o 

o 

> 

U 

U 

■^ 

:3 

c 

3 

.j=    .                    .        . 

.   C    rj           .  -S   M    ■         m 

«  -S   C     •         oi   ^   C         C 

^|i||jl|p||| 

o 

•c  icJ  ?  jT 

■S'SS^^^ 

i^l: 

Tj 

§§'H>8 

.S  ■-  oj  o 

^s  rt-~  o 

^ 

Sfe^^-S 

rt  -   k. 
bC  fO  <u 

3 
O 

U 

s.«  °  1  „ 

3-5-^ts      s 

c—  t;  c  «j  o 

4>  u  ^  rt 

§S&,.Si 

^Sf^l 

u 

K^ 

hJ 

t^ 

oo 

■«■ 

«i 

f*>  "^ 

^  *^ 

in  "^ 

rt 

00^ 

«>• 

P 

-    3 

►"   3 

»-» 

>— 1 

>-> 

ROWING  AT  YALE.  495 


Sif 

_d 

j:_2 

'S 

S 

to    "^ 

X 

0"° 

0 

2   ^ 

0 

w 

j3 

(U    ° 

^ 

0=00     . 

h 

'5 

^.s.i 

p: 

■-^      'rt 

(2 

-a 

00 

=2  2  8 
in 

0 

0 

u 

0        6        6        S^         6 

<u         a>         a>         <u          oj 

si       tJ 

0 

i 

i  i 

cfl 

vO 

■^ 

J-)                  (V,                  f*^               •Htl                .iM 

,_,             N            fcH             t^          vD 

tn 

^ 

«CT 

0       ,c 

3 

g 

E 

e 

S       E       S        g        E 

E       E 

E 

2 

E        E 

^ 

s 

J 

0 

«            N            N             °            *" 

0           10 

f? 

0 

s    s 

6                                      u 

c 

j3 

>> 

SJ 

0 

"i 

1-          •"           m          3i          N 

V        hS. 

? 

u 

"             V 

c 

Wl 

yl           -^ 

0 

0 

^ 

Tj- 

0       --^ 

^ 

c> 

•<J- 

^    ^  "    "   s 

"     s 

s 

«         -^ 

^ 

(U 

a 

a 

^ 

"H 

•0 

-d                       "o      -d 

TS 

^                       ^       ^ 

V. 

« 

11!                                   ran) 

'rt 

> 

>         aJ         a)         =»          > 

•          > 

i- 

^ 

>< 

rt 

w 

K      >-      >      K      M 

>2    ffi 

"is 
>< 

s 

'a       "a 

c 

.s 

rt 

rt 

'3 

'S 
111 

0 

"H 

-d 

■9 

•6       -d       -d       -d       -d 

•d       -d 

> 

•d 

^       -d 

q 

>- 

Vh          ii          b«          :-          ^ 

^          u 

>t 

^ 

>t       ^ 

0 
U 

rt 

rt 

rt         rt         ctj         rt          rj 

rt         ctf 

« 

M               « 

luS     aj£     (U^     nj^     (u^     aj""     oj-* 
"n/S  "rtjS   "^^5   "rtJ^   "w^   "rtJS   "rt  '5 
>,a   >,K   >.ffi   ixX   ><X   >X  >X 

^1 

(U  0     ^   > 

S  s'« 

(U  ex,  c^ 

•a        jT       >• 

c  A 

iT 

8^ 

*j   rt   0 

"d 

c 

•5     '^ 

P  1 

0 

u 

"■3 

0  ,5  c 

^    .t:    §"    -a 
^      1^     0 

0       -a  rt    0          °       ^ 

0         "O 
0        a 

c       a 
0       0 

a 
0 

J? 
1     || 

U           (U   c 

•"iC   in  '^ 

^  in  '- 

-^  Tf 

T3       -a 

•a 

■?-:i 

0 

u  C 

&■«  3 

c       0^    5         5= 

•=        g 

c 

c   £  rt 

El  Eh  E§    E     E 

0        0 

0 
-1 

^C«*S 

c3-^ 

^O^ 

;S    ^ 

0  0  j=: 

0 

0 

W3 

S"     «      -      °     =" 

vO           0 

in 

„ 

-r           ^ 

vD    *^ 

00    " 

tT«0^       ►"■             n'^m'^ 

NO    '^ 

^  ^ 

t^  '^       r^ 

^.<u 

r-.  <u 

t^U    00>.  CO>>00U    COU 

<»  « 

<»  >> 

00    4>        C^    >> 

CO  a 

«  c 

00  c 

00    C     C03    003     00    C     CO    c 

"►2,  "->  ">->  "►2,  "^ 

CO  C    00  C 

<»   C 

•-> 

^1^3 

Q 

1— > 

•— * 

"3-3 

-  3 

•-> 

49^ 


YALE. 


U 

d 

5) 

<j  ^ 

•^ 

tf> 

Te 

'!  E 

Ji 

E  n 

0    . 

£  ">■ 

i 

"•H 

"-a 

(^ 

o 

>2a 

*^             OJ 

J 

jj 

(J          cj 

J 

J 

CJ 

6          • 

tj 

u 

o 

c 

H 

M      2 

3i 

O 

0^           r»l 

■X- 

o 

"5 

'S        ^ 

cj; 

?; 

CO 

^       J 

1 

E 

S            S 

E 
o 

S 

E 

E 
o 

s 

0 

E 

M               " 

>> 

i 

0         d 

^ 

o 

o 

i    6 

c3 

ai 

v 

c 

o 

CO 

HCl 

o 

o 

^ 

"^^      £ 

"^ 

•" 

^ 

c 

> 

TJ 

*--■ 

« 

-a 

"oj 

"oj 

_0J         _«j 

o 

c5 

(U           > 

OJ 

<u 

_o 

(U         c 

dj 

C 

3 

"n       "« 

n 

rt 

rt 

"rt         <u 

c< 

o 

o 

>-       >. 

> 

>• 

><        ffi 

> 

>< 

>< 

>        i-l 

>< 

U 

U 

1 

c 

.2 

.5 

*o 

s 

c 
a 

'S 

>. 

£ 

^       -d 

> 

"2 

T3           "d 

•o 

■i 

■d 

"O         C 

•—     > 

•d    . 

•g_. 

c 

>i       ^ 

>, 

»-           ^- 

u 

"_c 

^^  *"■ 

o 

m         n 

« 

a       -a 

rt^ 

«^ 

U 

iiS  «& 

oj  5 

i  ^ 

OJ   ■_     CJ   -« 

ai  ?■ 

u    > 

•  > 

<u  r"    o  = 

iu.>   C 

i  £  = 

«£f 

>S  >K  >3 

>ffi 

>.K  >.hJ  >.t> 

r:  <2  o    «  J?  c 

^ 

3 

1 

O 

O 

c      s 

„■ 

A 

^           C 

C  - 

c 

c 

1       f^ 

M 

_aj 

c 

o        o 

5 

5 

O            o 

c 

o 

o 

g 

o 

-a      13 

■a 

13 

-a       -3 

•n 

-a 

■a 

o 

cx 

•a 

c        c 

c 

c 

c 

=       5 

c 

o        o 

o 

O 

o        5 

o 

o 

o 

O             T 

J3 

o 

hJ     J 

hJ 

J 

J       J 

kJ 

J 

J 

H^               &• 

M 

hJ 

s     1 

^ 

1 

^               ^ 

S 

S 

s     1 

^ 

Ml 
3 

1 

:s    ^ 

^ 

^ 

;S    ^ 

•^ 

;? 

13 

13    ffi 

rt 

o 

5? 

N              C^ 

^ 

CO 

1~-          o 

o 

oo 

00            ^ 

2" 

m 

en 

o- " 

o  "^ 

o    '^      -    '"' 

Th  '^ 

t^" 

tv  " 

CO   " 

CO    OJ 

CO   u 

o^  u    (^  m 

0^  >> 

Ov  (U 

O  tl)      o  >^ 

O  4) 

a^  <o 

1     « 

CO   C    CO   c 

CO  q 

CO   C    CO   c 

^  = 

OC    g 

cc   C 

CO  c   cc-:: 

00    C 

00   c 

-.   3     M   3 

"    3 

-'   3 

■-'  :3 

-    3      -    = 

"S 

-    3 

•-1        "-1 

l-> 

•-) 

►^       >-) 

•"» 

►^ 

•—J 

>-.         ^ 

1— > 

>—> 

ROWING  AT  YALE. 


497 


-T       x:      ^ 


O          1J 

.~ 

<u 

." 

"O 

0 

— 

■3 

o      ^ 

S 

>S 

S 

n: 

^ 

.J3 

.s 

j: 

-a 

^ei 

-a 

0 

)2 

f~;  "^ 

M 

*s    s 

^ 

■«■ 

^ 

VO 

^^-3 

II 

1 

_       '^ 

0 

.:<" 

0 

.iT 

a)>2 

-s 

*! 

rt 

1    s 

. 

vD 

nj 

b 

0  rt 

1^ 

"O  0 

g 

T3       o 

£> 

^ 

D. 

s 

c. 

•5- 

•a  9 

(U 

a    -o 

0 

Ul 

~ 

i: 

JS 

.eg 

"•0 

j:>i 

si 

wM 

rt    1 

9      1 

HI 

'rt 

C    1 

D. 

S  ' 

-   •'•a 

?  1 

9  1 

<0        T3 

" 

«-a 

-d 

rt 

0-3^ 

otj 

^-0^ 

1   c  S 

« 

7 

^« 

ix 

1 

1  «  « 

-°feS 

1   » 

1   is  «» 
"rt  «  2; 

■^1^ 

0 

0   « 

n 
0 

1 

0   S  CO 

>■  "'K 

•r 

> 

s 

sO 

"K'" 

ij 

6 

j3 

u 

^ 

0 

V 

a 
H 

■<j- 

'0' 

t~^ 

z- 

^ 

•s 

in 

c 

c 

s 

s" 

£ 

E 

E 

£ 

■^ 

o 

o> 

0 

0 

0 

0 

=2 

0 

Pi 

Qj 

m 

0 

^ 

6 

4> 

• 

• 

^^ 

4> 

c 
o 

" 

ow 

" 

in 

<«M 

" 

0^ 

e 

•^ 

•d 

T3 

1-1 

iC 

4) 
> 

0 

"a. 
0 

> 

0 

"a, 
0 

CO 

c 

CO 

■^ 

5 

0 

"H  • 

"o 

•0   . 

C3    V 

'S 

-a 

rt 

0) 

■5 

bs 

5 

ss 

Ji 

>■ 

>< 

H 

ffi^ 

> 

rt 

s 

~ 

« 

a>        1 

0 

g 

1- 

0 

V- 

E      S 

lU   0 

.<c 

2 

> 

0 

S 
0 

c 

0 

s 

0 

E  0 

> 

1.1 

5 

>5 

1?^ 

"d. 

.CO 

J= 

£      CO 

0  w 

>^ 

ic)^ 

S 

CT) 

0) 

c-a 

« 

0 

2t3     . 

0" 

S'O.^-d    . 

'S^H 

•5 -a 

c 
o 

^2 

£ 

0) 

CO 

"3  (3  S 

CO 

3  03  a;  rt  Qj 

tiS 

CO  rt 

> 

^ 

-P 

^ 

II  i 

la 

II 

S'2  Sf 

c 

i)-a 

a 

v-v 

s  s  >; 

J2-MT3 

rt  ^ 

c  S-o 

m  rt   3 

1 

H 

-0 
c 
0 

■7:  c 

.,  0 

•a 

IS 
H 

-0 
c 
0 

—  c 

I1l 

.    _  tJO 

0  rt  = 

E      c 

rt  S 

S.5  2 
0-=    1 

rt„„„ 

3 
O 

'=  !2     'S 

£ 

rt 

.5? 

.5 
'5 

0 
o 
B 

0 

"3 

;2r  0 

■522 

«  «  i: 

C   M*- 

•3^-3 

III 

a 
on 

o- 

1-1 

5 

3  >-  S 

30  s 

-S£'E? 
1-3 

0 

•—t 

0? 

"   3 
•-> 

•-> 

-    3 

0 
>— > 

0 
•-> 

•■3 

498 


YALE. 


»o 

m 

;::; 

CO 

.s 

-^s 

pg 

•1"2 

.Is 

n 

g 

•a  O.Q 

^-o  E 

III 

"oJ 

"3 

(U 

« 

i2 

9  I.S 
1   «  " 

0  |.S 

1  13  1 

•a 
o 

•a 
o 

"3 

4> 

o 

"5) 

c 

d)  >  *^ 

<u  C  a> 

i,  >"^ 

^0 

vO 

"3) 

■o 

■« 

(TN 

a 

>ffi"~ 

^x^ 

^ffi* 

< 

< 

'(h 

< 

< 

aj 

u 

t 

6 

0) 

jj 

o 

u 

o 

E 

-w 

o 

o 

m 

t^ 

^ 

lr> 

•IhJ 

d 

H 

£ 

E 

S 

E 

E 

s 

E 

^ 

o 

? 

o 

o 

tN 

2" 

t^ 

•«■ 

>. 

d 

u 

8 

u 

JZ 

.n 

Ol 

bb 

0 

to 

c 

o 

p^Wi 

^ 

t^ 

" 

E 

M 

B 

•<f 

0 

c 

0 

<u 

_aj 

41 

E 

1 

IC 

(U 

E 

s  • 
•s 

"o 

>< 

o 

p 

^ 

fe 

•a 

c 

CO 

£ 

.c 

^ 

fe 

o 

> 

> 

_0J 

>< 

e 

pa 

1 

>< 

< 

□ 

c 

<n 

c    . 

A 

c 

4> 

^ 

c  c 

1         1 

j2 

sl 

sl 

•"5 

Is 

Sc^ 

c 

is 

E 

.c 

«-S      E 

o  0)     j: 

i 

I 

c3 

s|l 

re 

re       o 

§ 

E  S 

Is 

?£    S 

o 

J  ^  £ 

> 

c 
o 
O 

0) 

£ 

£ 

c 

Ol 

3    m 

c 

Q  .£ 

're  « 

•S  fe  S  E 

«^  E  E  S 

mt/3^ 

-•^0- 

[S  n  E 

'^^1-3  = 

■e.T>. 

c  S'S 

-g  c 

c 

S-S 

•o'.S 

3^ 

"O  i  >. 

s  "§ 

til 

a  5 

~  o 
S| 

a  c 

C 

HI 

C   rt  ^ 

3 
O 

U 

lis 

IP 

C3 

%  s  • 

"rt-si  0) 
CO   -   ? 

.-a 

il   V   o 
Jj  o  o 

c 
o 
£ 

rt 

.5 

cS 

""2 

c« 

3 

o  c  „   _ 

E 

M 

a 

s 

««  Sw 

«  2  «  :f 

M 

■Si  rt 

S 

O    cr)J3 

O    N 

oH  Su 

•5 

h-l 

i-l 

1-1 

►J 

U 

U 

U 

1^ 

t^  o 

m 

M 

„ 

■^ 

•o 

t^ 

m 

<u 

C^  N 

O    " 

0    N 

■*    M 

si- 

S^ 

m  c 

«>' 

«    >> 

00  J 

wir-      ■ 

'-''3 
•-> 

«3 

"  3 
>-> 

""a 

►•  3 
>-> 

"  3 

"   3 
>-> 

►"3 

ROWING   AT  YALE.  499 


gat 

^T3 
o 

_g 

.E 
c 

8 

V 

S 

2 

i 

v'o  = 

b^ 

c  9. 

Si 

s 

•S 

C 

E 

E 

o   «J   o 
«fa  w 

« 

T3 

J2 

"O  ,;;>" 

Ji  J"  — 

"3 

K  c'« 

fa  «  " 

J3-C3 

s 

lOrt  00 

O 

"Si 

•V  o  V. 

^     Q      4J 

"11 

■£vo  n 
?2  o 

fa 

2    N 

p; 

_a 

5U^ 

^  S  S 

^^  CO      1 

■« 

M      O      « 

< 

i« 

< 

<  u  « 

< 

> 

u 

cj 

J 

U 

u 

^ 

d 

o 

o 

u 

s 

S 

M 

» 

S 

J! 

S! 

H 

fn 

t^ 

- 

<■! 

6 

m 

U1 

m 

oo 

" 

^ 

g 

E 

E 

£ 

E 

g' 

E 

E 

E 

^ 

'S 

S' 

" 

o 

" 

o 

o 

>. 

o 

ui 

JZ 

« 

J3 

<3 

s 

C 

o 

o 

T 

t^ 

^ 

to 

s 

60 

c 

1 

^ 

" 

" 

CO 

c 
E 

> 

B 

E 

c 

a 

d 

>. 

c 
E 

^ 

aS 

"o 

<u 

E 

'tn 

j= 

^ 

c 

s 

^ 

!-• 

o 

fa 

C 

o 

ID 

a 

fa 

^ 

J3 

fa 

fa 

4J 

a 

ti 

fa 

fa 

"cj 

C 

« 

> 

"« 

a 

c 

c 

"cS 

C 

o 

£ 

•—i 

> 

>< 

> 

fa 

>< 

U 

.  I 

^- 

m 

i 

lU 

E  -d 

gli 

s 

a 

c 

>> 

c 

OJ 

is 

s 

f 

>;2 

■•"Hy 

ll« 

•^  5  S 

E-S^ 

g.a  ^ 

^ 

E 

'Sfa 

O 

1- 

o 

fa 

.2-5   . 

fa  ra  !=    • 

fa  I'l;; 

III 

fa  «■•? 

'S  rt 
t3  = 

fa 

i  2 

s  Z 

o 

^^1 

«  «  o  £ 

^££ 

^  5  " 

■«   Ufa 

3  Sfa 

«  i3 

"is 

53  E 

^Sh  " 

CQ 

>HUfa 

>XL) 

><&, 

><fa 

>'fa 

>.< 

>.uu 

.2 

§1 

11 

c  ii 
^> 
a 
o   . 

"^  -: 

iJ) 

1-1  >. 

rt   C 

a 

0) 

's 

rs  o 

1 

^H 

tn 

M 

C^ 

03 

« 

o 
U 

bjO 

n 

.>w 

>  2 

d 

c 

W 

c 

O 

o 

,5  ^ 

o 

o 

c 

o 

s^ 

(2^ 

•a 
c 
o 

•o 
c 
o 

>• 

X 

m 

t/2 

<u   ^ 

^^^  o 

kJ 

h4 

J 

►J 

n 

2  S 

«  -  c 

!5 

;5 

oj 

T^ 

^2- 

^0    ^ 

vO    " 

f^  r! 

vD 

<>  " 

t^   ^ 

r^w 

«>    4) 

oo  a> 

00   u 

.9'  >> 

c*  <u 

Q 

cr   "^ 

«   3 

CO  a 

CO    C 

"   3 

00  a 

"   3 

1—1 

00   c 

-   3 

•-1 

CO    rt 

s 

CO  a 

•-* 

Soo 


YALE. 


J      J 

8 

i-i 

§  1 

J       J 

1)         1} 

J   .a 

E     .E 

§      ^ 

c     "5 

8    1 

o     .h: 

8    1 

a> 

(/)        c3 

W)           *^ 

^ 

w        C 

EoS 

log 

Eog 

C        ^ 
1       J     . 

s    ° 

g      ^ 

c  i 

•S  SE 

^    (U    p 

•S  5!  S 

E      S 

E   .  1    ■ 

B 

o       — 

Ji  "-■  "^ 

?i  oo  "Ti;    . 

>-  m*^     . 

■~     *   S  ^ 

•s  .-s 

•«"-=" 

2  a!  S  o 

t.  '^ «  g 

rJ              00 

fe "  2  s 

fe  "  j;  S 

^    M  rt  OO 

fa  "(i;  5! 

1-    ro-^  O 
rj^   in  ^   in 

s  rj'S  " 

•|  2-H  * 

:s:'H'" 

•E7:a  : 

rQ   VO              C 

-0    N_^    « 

p  .,  rt  ^ 

m 

U      W 

SEEE 

«  2  o  S 
X    u 

rt   .t;   . 

S  e|  E 

u 

o 

6 

o 

6 

o 

v               <u 

u 

s 

U) 

« 

VI 

t/i 

tn 

H 

■»*• 

"c? 

N 

i? 

00 

nD                    on 

^ 

c 

E 

B 

E 

E 

E 

E      i 

E 

■^ 

o- 

o 

- 

o 

2 

2 

>> 

^ 

o 

j3 

u 

V 

o              cj 

0 

§ 

HW 

t>. 

m 

CO 

O 

" 

f      ^ 

.^ 

fj 

g 

j5 

, 

c 

c 

o" 

B 

b' 

c 

<u 

u 

2j 

E 

E 

E 

E 

E 

E 

•s 

"m 

j: 

j: 

a           "to 

j: 

■^ 

13 
S 

3 

^ 

fe 

fa 

fa 

1           ^ 

fa 

o 

o 

_« 

JU 

b!          « 

0^ 

U 

^ 

>< 

>^ 

>< 

"^         5 

rt 
> 

c 

C 

C 

c 

c 

i                B   c 

B   c 

cS-S 

ci-S 

,E-5 

cE-S 

c'^        c  E  E 

bEe 

Sj3   S 

Sj:  !G 

oj:  0) 

SX    4) 

DX    J) 

0)"^           <u-C_2 

E-ll 

|g£ 

Js£ 

c    «    »- 

jS£ 

E  «fa 

£■0        E  S  ifi 

1.^  16' 

(L> 

Sfa  rt 

"^  tn    rt 

S^  rt 

«fa  rt 

S^.S 

S^fa 

o 
U 

_«J   >   3   4, 

c«    «    o    E 

"rt  «'o  E 

rt  rt  o  E 

"^  rt'5  E 

I.  K  -i    S.'O.^ 
<u.S  c    "  £  £ 

[*  rt^ 

V  >  c 

■«   rt   0 

>Xu 

^ 

ra 

? 

rt 

o 

KJ 

c 

c 

B 

c 

c 

B              'S 

a 

o 

o 

o 

o 

o 

0 

•a 

■o 

•a 

tJ 

T3 

0               Pi 

•a 

c 

c 

B 

13 

Q 

c 

o 

o 

o 

o 

O 

0 

i-l 

iJ 

J 

J 

kJ 

hJ 

S 

& 

E 

S 

s 

^               ^ 

S 

(U 

<u 

^               0 

•z 

^ 

;S 

!?; 

;z: 

h-l              (^ 

z 

•^ 

00 

00 

»o 

00            m 

tn 

V 

fq     M 

CO  " 

■*  "^ 

l^  "^ 

vO  "       t~  " 

00   *^ 

O  <l> 

S>' 

(>  a 

ON  4)          00 

0  <u 

n 

CO    G 

00   c 

CO  a 

CO   C 

00   C        00   0 

00  C 

Q 

"  3 

'-'   3 

"   3 

-    3 

M    3           «    g 

^  3 

H-» 

1— > 

•-1 

►-> 

1— > 

•->              1—1 

•-* 

ROWING  AT  YALE. 


501 


Yale   and  Harvard  University   Oarsmen. 
The  names  are  arranged  from  bow  to  stroke,  except 
in  the  earliest  Yale  crew,  the  positions  of  which  rest 
only  on  the  authority  of  the  memory  of  their  classmates. 


1852. 


Halcyon  of  Yale,  10  w,  5  j. 
Albert  E.  Kent,  '53. 
Joseph  S.  French,  '53. 
Wm.  C.  Brewster,  '53. 
Edward  Harland,  '53. 
Joseph  Warren,  '53. 
Arthur  E.  Skelding,  '53. 
William  L.  Hinman,  '53. 
James  Hamilton,  '53  (Capt). 
Richard  Waite,  '53  (Cox.). 


Oneida  of  Harvard,  10  w. 
Charles  Miles,  '53. 
Charles  F.  Livermore,  '53. 
Wm.  H.  Cunningham,  '53. 
John  Dwight,  '52. 
Charles  J.  Paine,  '53. 
Sidney  Willard,  '52. 
Charles  H.  Hurd,  '53. 
Thomas  J.  Curtis,  '52. 
Joseph  M.  Brown,  '53  (Capt.  and 
Cox.). 


1855- 


Nereid  of  Yale,  23  m.  38  s. 
Adrian  Terry,  '54  S. 
Chas.  F.  Johnson,  '55. 
Henry  W.  Painter,  M.  S. 
Theodore  W.  E.  Belden,  '57. 
Storrs  O.  Seymour,  '57. 
Joseph  W.  Wilson,  L.  S.  (Capt.). 
Nathaniel  W.  Bumstead,'55  (Cox. 


Iris  of  Harvard,  22  m. 
Joseph  N.  Willard,  '57. 
William  G.  Goldsmith,  '57. 
Channing  Clapp,  '55. 
Charles  F.  Walcott,  '57. 
Benj.  W.  Crowinshield,  '58. 
William  H.  Elliott,  '57. 
John  Homans,  '58. 
Samuel  B.  Parkman,  '57  (Capt.). 
James  M.  Brown,  '53  (Cox.). 


Nautilus  of  Yale,  24  m.  38  s. 
Jeptha  Garrard,  '58. 
Ed.  Curtis,  '59  S. 
George  Lampson,  '55. 
Granville  T.  Pierce,  '55. 
George  M.  Dorrance,  '56. 
Samuel  Scoville,  '57  (Capt.). 
George  Tucker,  '57  (Cox.). 


Volante  of  Yale  {no  race). 
Fred  W.  Stevens,  '58. 
Henry  L.  Johnson,  '60. 
George  E.  Dunham,  '59. 
Wm.  D.  Morgan,  '58  (Capt.). 


1855- 


Y.  Y.  of  Harvard,  22  w.  3  5. 
Alexander  Agassiz,  '55. 
Stephen  G.  Perkins,  '56. 
Langdon  Erving,  '55. 
John  Erving,  L.  S.  (Capt.). 


1858. 


University  of  Harvard  (no  race). 
Hey  ward  Cutting,  '59. 
Joseph  H.  Wales,  'or. 
Joseph  H.  Ellison,  '59. 
Robert  B.  Gelston,  '58. 
Casper  Crowninshield,  '60. 
Benj.   W.  Crowninshield,  '58 
(Capt.). 


502 


YALE. 


1859 


Yale,  20  m.  18  s.,  and  19  tn.  14  s. 
Fred  H.  Colton,  '60. 
Charles  H.  Owen,  '60. 
Henry  W.  Camp,  '60. 
Joseph  H.  Twichell,  '59. 
Charles  T.  Stanton,  '61. 
Henry  L.  Johnson,  '60  (Capt.). 
Hezekiah  Walkins,  '59  (Cox.). 


Harvard,  igm.  18  s.,  andig  m.  16  s. 
Joseph  H.  Ellison,  '59  (Capt.). 
Joseph  H.  Wales,  '61. 
Henry  S.  Russell,  '60. 
Edward  G.  Abbott,  '60. 
William  H.  Forbes,  '61. 
Casper  Crowninshield,  '60. 


i860. 


Vale,  19  m.  5  s. 
H.  Brayton  Ives,  '61. 
Eugene  L.  Richards,  '60. 
Edward  P.  McKinney,  '61. 
Wm.  E.  Bradley,  '60. 
Charles  T.  Stanton,  '61. 
Henry  L.  Johnson,  '60  (Capt.). 
Charles  G.  Merrill,  '61. 


Harvard,  18  w.  53  J. 
Joseph  H.  Wales,  '61. 
Henry  Ropes,  '62. 
William  H.  Ker,  '62. 
Edward  G.  Abbott,  '60. 
Calvin  M.  Woodward,  '60. 
Casper  Crowninshield,  '60  (Capt.). 


1864. 


Yale,  ig  m.  i  s. 
William  W.  Scranton,  '65. 
Edmund  Coffin,  '66. 
Edward  B.  Bennett,  '66. 
Louis  Stoskopf,  '65. 
Morris  W.  Seymour,  '66. 
Wilbur  R.  Bacon,  '65  (Capt.). 


Harvard,  19  m.  43^  s. 
Edwin  Farnham,  '66. 
Edward  C.  Perkins,  '66. 
John  Greenough,  '65. 
Thomas  Nelson,  '66. 
Robert  S.  Peabody,  '66. 
Horatio  G.  Curtis,  '65  (Capt.). 


1865. 


Yale,  17  m.  a,2\  s. 
William  W.  Scranton,  '65. 
Edmund  Coffin,  '66. 
Isaac  Pierson,  '66. 
Louis  Stoskopf,  '65. 
Edward  B.  Bennett,  '66. 
Wilbur  R.  Bacon,  '65  (Capt.). 


Harvard,  18  m.  g  s. 
Charles  H.  McBurney,  '66. 
Edward  H.  Clarke,  '66. 
Edward  N.  Fenno,  '66. 
William  Blaikie,  '66. 
Edward  T.  Wilkinson,  '66. 
Fred  Crowninshield,  '66  (Capt.). 


1866. 


Yale,  19  m.  10  s. 
Frank  Brown,  '66. 
Edmund  Coffin,  '66. 
Arthur  D.  Bissell,  '67. 
Wm.  E.  Wheeler,  '66. 
Wm.  A.  Copp,  '69. 
Edward  B.  Bennett,  '66  (Capt,). 


Harvard,  18  m.  43  s. 
Charles  H.  McBurney,  '66. 
Alden  P.  Loring,  '69. 
Robert  S.  Peabody,  '66. 
Edward  N.  Fenno,  '66. 
Edward  T.  Wilkinson,  '66. 
William  Blaikie,  '66  (Capt.). 


ROWING   AT   YALE. 


503 


1867. 


Va/e,  ig  m.  23^  s. 

Geo.  A.  Adee,  '67  (Capt.). 
William  H.  Ferry,  '68. 
James  Coffin,  '68. 
William  H.  Lee,  '70. 
Samuel  Parry,  '68. 
William  A.  Copp,  '69. 


Harvard,  iS  m.  13  j. 

Geo.  W.  Holdrege,  '66. 
Wm.  W.  Richards,  '68. 
Robert  C.  Watson,  '69. 
Thomas  S.  Edmunds,  '67. 
William  H.  Simmons,  '69 
Alden  P.  Loring,  '69  (Capt.). 


z868. 


Vale,  iS  m.  38I  s. 

Roderick  Terry,  '70. 
Sylvester  F.  Bucklin,  '69. 
Geo.  W.  Drew,  '70. 
William  H.  Lee,  '70. 
William  A.  Copp,  '6g. 
Samuel  Parry,  '68  (Capt.). 


Harvard,  ly  m. 


Geo.  W.  Holdrege,  '68  (Capt). 
Wm.  W.  Richards,  '68. 
John  W.  McBurney,  '69. 
Wm.  H.  Simmons,  '69. 
Robert  C.  Watson,  '69. 
Alden  P.  Loring,  '69. 


i86g. 


Yale,  18  m.  \i  s. 

Roderick  Terry,  '70. 
Edgar  D.  Coonley,  '71. 
William  H.  Lee,  '70. 
David  McCoy  Bone,  '70. 
William  A.  Copp,  '69  (Capt.). 
Geo.  W.  Drew,  '70. 


Harvard,  18  m.  2  s. 


Nathaniel  G.  Read,  '71  (Capt.). 
George  L  Jones,  '71. 
Grinnell  Willis,  '70. 
Joseph  F.  Fay,  L.  S. 
Theophilus  Parsons,  '70. 
Francis  O.  Lyman,  '71. 


1870. 


Yale,  18  m.  45  s. 

Carrington  Phelps,  '70. 
Wilbur  W.  Flagg,  '73. 
William  L.  Gushing,  '72. 
Edgar  D.  Coonley,  '71. 
Willis  F.  McCook,  '73. 
David  McCoy  Bone,  '70  (Capt.). 


Harvard  tvoti  by  a  foul. 

Nathaniel  G.  Read,  '71  (Capt.). 
Robert  S.  Russell,  '72. 
James  S.  McCobb,  '71. 
Grinnell  Willis,  '70. 
George  I.  Jones,  '71. 
Francis  O.  Lyman,  '71. 


1871. 


Yale  (no  race). 

Frederick  W.  Adee,  '73  (Capt.). 
Charles  S.  Hemingway,  '73. 
Jeremiah  Day,  '73. 
Daniel  Davenport,  '73. 
Willis  F.  McCook,  '73. 
Wilbur  W.  Flagg,  '73. 


Harvard  {no  race). 

Nathaniel  G.  Read,  '71  (Capt.). 
William  T.  Sanger,  '71. 
William  C.  Loring,  '72. 
George  L  Jones,  '71. 
Alanson  Tucker,  '72. 
George  Bass,  '71. 


504 


YALE. 


1872. 


Yale,  18  m.  13  J. 
Frederick  W.  Adee,  '73. 
George  M.  Gunn,  '74. 
Robert  J.  Cook,  '75. 
Henry  A.  Oaks,  '75. 
Willis  F.  McCook,  '73  (Capt.). 
Jeremiah  Day,  '73. 


Harvard,  16  m.  57  s, 
Francis  Bell,  '73. 
William  J.  Lloyd,  '73. 
John  Bryant,  '73. 
William  L.  Morse,  '74. 
Wendell  Goodwin,  '74. 
Richard  H.  Dana,  '74  (Capt.). 


1873- 


Ya/e,  16  m.  59  s. 
Herbert  G.  Fowler,  '74. 
Jeremiah  Day,  '73. 
Julian  Kennedy,  '75  S. 
WiUis  F.  McCook,  '73. 
Henry  Meyer,  '73. 
Robert  J.  Cook,  '76  (Capt.). 


Yale  (broke  an  oar). 
George  L.  Brownell,  '75  S. 
Frederick  Wood,  '76  S. 
David  H.  Kellogg,  '76. 
William  C.  Hall,  '75  S. 
Julian  Kennedy,  '75  S. 
Robert  J.  Cook,  '76  (Capt.). 


Haj'vard,  time  uncertain. 
Arthur  L.  Devens,  '74. 
Tucker  Daland,  ^^-i)' 
Wendell  Goodwin,  '74. 
William  L.  Morse,  '74. 
Daniel  C.  Bacon,  '76. 
Richard  H.  Dana,  '74  (Capt.), 


1874. 


Harvard,  16  m.  54  s. 
Walter  J.  Otis,  S.  S. 
William  R.  Taylor,  '77. 
William  L.  Morse,  '74. 
Wendell  Goodwin,  '74  (Capt.). 
Daniel  C.  Bacon,  '76. 
Richard  H.  Dana,  '74. 


1875. 


Yale,  T7  w.  14^  s. 
George  L.  Brownell,  '75  S. 
William  C.  Hall,  '75  S. 
David  H.  Kellogg,  '76. 
Charles  N.  Fowler,  '76. 
Julian  Kennedy,  '75  S. 
Robert  J.  Cook,  '76  (Capt.). 


Yale,  22  m.  zs. 
John  W.  Wescott,  L.  S. 
Frederick  Wood,  '76  S. 
Elbridge  C.  Cooke,  '77. 
David  H.  Kellogg,  '76. 
William  W.  Collin,  '77. 
Oliver  D.  Thompson,  '79. 
Julian  Kennedy,  '75  S. 
Robert  J.  Cook,  '76  (Capt.). 
Charles  F.  Aldridge,  '79  (Cox.). 


Harvard,  17  m.  5  J. 
Francis  R.  Appleton,  '75. 
Montgomer}'  James,  S.  S. 
Wm.  R.  Taylor,  '77. 
Daniel  C.  Bacon,  '76  (Capt.). 
Charles  W.  Wetmore,  '75. 
Walter  J.  Otis,  S.  S. 


1876. 


Harvard,  22  w.  31  s. 
Albert  W.  Morgan,  '78. 
George  Ir\'ing,  '75. 
Edward  D.  Thayer,  S.  S. 
Martin  R.  Jacobs,  '79. 
William  M.  Le  Moyne,  '78. 
Montgomery  James,  S.  S. 
Joel  C.  Bolan,  '76. 
William  A.  Bancroft,  '78  (Capt.). 
George  L.  Cheney,  '78  (Cox.). 


ROWING  AT  YALE. 


50s 


1877. 


Yale,  24  m.  43  s. 

Gerald  T.  Hart,  '78  S. 
Herman  Livingston,  '79. 
Frank  E.  Hyde,  '79. 
William  K.  James,  '78. 
Elbridge  C.  Cooke,  '77. 
Oliver  D.  Thompson,  '79. 
William  W.  Collin,  '77  (Capt.). 
Frederick  Wood,  L.  S. 
Charles  F.  Aldridge,  '79  (Cox.). 


Harvard,  24  m.  36  s. 

Alvah  Crocker,  '79. 
Nat.  M.  Brigham,  '80. 
Burton  J.  Legate,  '77. 
William  M.  Le  Moyne,  '78. 
Martin  R.  Jacobs,  '79. 
William  H.  Schwartz,  '79. 
Frederick  W.  Smith,  '79. 
William  A.  Bancroft,  '78  (Capt.). 
Frederick  H.  Allen,  '80  (Cox.). 


1878. 


Yale,  21  m.  29  j. 

Julian  W.  Curtiss,  '79. 

Frank  E.  Hyde,  '79. 

Bruce  S.  Keator,  '79. 

Herman  Livingston,  '79. 

Flarry  W.  Taft,  'So. 

Geo.  B.  Rogers,  '80  S. 

David  Trumbull,  T.  S. 

Oliver  D.  Thompson,  '79  (Capt.). 

Chas.  F.  Aldridge,  '79  (Cox.). 


Harvard,  20  z«.  45  s. 


Alvah  Crocker,  '79. 
Nat.  M.  Brigham,  '80. 
Burton  J.  Legate,  '77. 
Martin  R.  Jacobs,  '79. 
Van  Der  Lynn  Stow,  '80. 
William  H.  Schwartz,  '79. 
Frederick  W.  Smith,  '79. 
William  A.  Bancroft,  '78  (Capt. 
Frederick  H.  Allen,  '80  (Cox.). 


1879. 


Yale,  23OT.  58  s. 

John  B.  Collins,  '81. 

T.  H.  Patterson,  L.  S. 

Charles  B.  Storrs,  '82. 

Oliver  D.  Thompson,  '79  (Capt.). 

John  N.  Keller,  '80. 

Geo.  B.  Rogers,  '80  S. 

Harry  W.  Taft,  '80. 

Philo  C.  Fuller,  '81. 

Agustine  Fitzgerald,  '82  (Cox.). 


Harvard,  22  m.  15  j. 

Richard  Trimble,  '80. 
Nat.  M.  Brigham,  '80. 
Francis  Peabody,  Jr.,  L.  S. 
Martin  R.  Jacobs,  '79. 
Van  Der  Lynn  Stow,  '80. 
William  H.  Schwartz,  '79. 
Frederick  W.  Smith,  '79. 
William  A.  Bancroft,  '78  (Capt. 
Frederick  H.  Allen,  '80  (Cox.). 


1880. 


Yale,  24  w.  27  s. 

John  B.  Collins,  '81. 

Philo  C.  Fuller,  '81. 

Frederick  W.  Rogers,  '83. 

Nathaniel  T.  Guernsey,  '81. 

Louis  K.  Hull,  '83. 

Geo.  B.  Rogers,  '80  S.  (Capt.). 

Chas.  B.  Storrs,  '82. 

Harry  T.  Folsom,  'S3. 

Mun  Yew  Chung,  '83  (Cox.). 


Harvard,  25  m.  9  s. 

Edward  W.  Atkinson,  '81. 
Wm.  Freeland,  '81. 
Herbert  B.  Howard,  '81. 
Edward  D.  Brandegee,  '8l. 
James  Otis,  '81. 
Nat.  M.  Brigham,  'So. 
Robert  Bacon,  'So. 
Richard  Trimble,  'So  (Capt.). 
Sabin  Pond  Sanger,  '2>;^  (Cox.). 


So6 


YALE. 


1881. 


Va/e,  22  m.  13  s. 

John  B.  Collins,  '81  (Capt.)- 
I'hilo  C.  Fuller,  '81. 
Frederick  W.  Rogers,  '83. 
Nathaniel  T.  Guernsey,  '81. 
Louis  K.  Hull,  '83. 
Geo.  B.  Rogers,  L.  S. 
Chas.  B.  Storrs,  '82. 
Harry  T.  Folsom,  '83. 
Mun  Yew  Chung,  '83  (Cox.). 


Harvard  22  m.  19  j. 


Edward  D.  Brandegee,  '81  (Capt.) 

Fred.  L.  Sawyer,  '83. 

Edward  T.  Cabot,  '83. 

Chas.  M.  Hammond,  '83. 

Oscar  J.  Pfeiffer,  M.  S. 

Seymour  I.  Hudgens,  '84. 

Wm.  Chalfant,  Jr.,  '82. 

Chas.  P.  Curtis,  '83. 

Julius  Buchman,  '83  (Cox.). 


1882. 


Yale,  20  m.  5O2  s. 

Henry  R.  Flanders,  '85. 
Joseph  R.  Parrott,  '83. 
Frederick  W.  Rogers,  'S3. 
Nathaniel  T.  Guernsey,  L.  S. 
Louis  K.  Hull,  '83  (Capt.). 
Wm.  H.  Hyndman,  '84. 
Chas.  B.  Storrs,  '82. 
Harry  T.  Folsom,  '83. 
David  Plessner,  '85  (Cox.). 


Yale,  26  m.  59  s. 

Henry  R.  Flanders,  '85. 
Joseph  R.  Parrott,  '83. 
Louis  K.  Hull,  '83  (Capt.). 
Nathaniel  T.  Guernsey,  L.  S. 
Frank  G.  Peters,  '86. 
Wm.  H.  Hyndman,  '84. 
Frederick  W.  Rogers,  '83. 
Harry  T.  Folsom,  '83. 
D.  B.  Tucker,  '83  (Cox.). 


Harvard,  20  m.  47^  s. 

Wm.  W.  Mumford,  '84. 

Fred.  L.  Sawyer,  '83. 

Robert  P.  Perkins,  '84. 

Chas.  N.  Hammond,  '83  (Capt.). 

Edmund  A.  S.  Clark,  '84. 

Seymour  I.  Hudgens,  '84. 

Wm.  Chalfant,  Jr.,  '82. 

Chas.  P.  Curtis,  '83. 

Sabin  Pond  Sanger,  '83  (Cox.). 


1883. 


Harvard,  25  m.  462  s. 

Wm.  W.  Mumford,  '84. 

Wm.  G.  Borland,  '86. 

James  J.  Storrow,  '85. 

Chas.  M.  Hammond,  '83  (Capt). 

E.  A.  S.  Clark,  '84. 

Fred.  L.  Sawver,  '83. 

Chas.  M.  Bels'haw,  '83. 

Robert  P.  Perkins,  '84. 

S.  P.  Sanger,  '83  (Cox). 


1884. 


Yale,  20  m.  31  s. 

Richard  S.  Storrs,  '85. 

Chas.  B.  Hobbs,  '85. 

H.  W.  Patten,  '86  S. 

Alfred  Cowles,  Jr.,  '86. 

Frank  G.  Peters,  '86. 

J.  R.  Parrott,  L.  S. 

J.  F.  Scott,  '84. 

H.  R.  Flanders, '85  (Capt.). 

L.  E.  Cadwell,  '86  S.  (Cox.). 


Harvard,  20  m.  48  s. 

J.  R.  Yocum,  '85. 

A.  Keith,  '85. 

J.  J.  Storrow,  '85. 

F.  L.  Sawyer,  L.  S. 

W.  G.  Borland,  '86. 

S.  T.  Hudgens,  '84. 

W.  S.  Biyant,  '84. 

R.  P.  Perkins,  '84  (Capt.). 

Chas.  Davis,  '84  (Cox.). 


ROWING   AT   YALE. 


507 


1885. 


Va!e,  26  m.  30  s. 

C.  S.  Dodge,  '85. 

R.  S.  Storrs,  '85. 

H.  W.  Patten,  '86  S. 

C.  S.  Hobbs,  '85. 

Alfred  Cowles,  Jr.,  86. 

J.  R.  Parrott,  L.  S. 

F.  G.  Peters,  '86. 

H.  R.  Flanders,  '85  (Capt.). 

L.  E.  Cadwell,  '86  S.  (Cox.). 


Harvard,  2^  m.  15J  J. 

H.  W.  Keyes,  '87. 

J.  J.  Colony,  '85. 

T.  P.  Burgess,  '87. 

G.  S.  Mumford,  '87. 

J.  R.  Yocum,  '85. 

W.  A.  Brooks,  '87. 

J.  J.  Storrow,  '85  (Capt.). 

R  .  A.  F.  Penrose,  Jr.  P.  G. 

T.  Q.  Browne,  Jr.,  '88  (Cox.). 


1886. 


Vale,  20  m.  41^  s. 

R.  Appleton,  '86. 
John  Rogers,  Jr.,  '87. 
J.  W.  Middlebrook,  '87. 

F.  A.  Stevenson,  '88. 

G.  W.  Woodruff,  '89. 

A.  Cowles,  Jr.,  '86  (Capt.). 

C.  W.  Hartridge,  '87. 

E.  L.  Caldwell,  'S7. 

L.  E.  Cadwell,  '86  S.  (Cox.). 


Harvard,  21  m.  15^  J. 

G.  S.  Mumford,  '87  (Capt.). 
J.  J.  Colony,  '85. 
J.  R.  Yocum,  '85. 
Franklin  Remington,  '87. 
T.  P.  Burgess,  '87. 
W.  A.  Brooks,  Jr.,  '87. 
H.  W.  Keyes,  '87. 
R.  A.  F.  Penrose,  Jr.,  P.  G. 
T.  Q.  Browne,  '88  (Cox.). 


1887. 


Yale,  22  7)1.  56  s. 

R.  M.  Wilcox,  '88  S. 

C.  O.  Gill,  '89. 

John  Rogers,  Jr.,  '87  (Capt. 

T.  W.  Middlebrook,  '87. 

G.  W.  Woodruff,  '89. 

F.  A.  Stevenson, '88. 

G.  R.  Carter,  '88  S. 
E.  L.  Caldwell,  '87. 

R.  Thompson,  '90  (Cox.), 


Harvard,  23  »«.  io|  .r. 

A.  P.  Butler,  '88. 

J.  W.  Wood,  Jr.,  '88. 

H.  W.  Keyes,  '87  (Capt.). 

C.  E.  Schroll,  '89. 

J.  T.  Davis,  Jr.,  '89. 

E.  C.  Pfeiffer,  '89. 

W.  A.  Brooks,  Jr.,  '87. 

E.  C.  Storrow,  '89. 

T.  Q.  Browne,  '88  (Cox.). 


1888. 


Yale,  20  m,  10  s. 

R.  M.  Wilcox,  "88  S. 
C.  O.  Gill,  '89. 
G.  S.  Brewster,  '91. 
J.  A.  Hartwell,  '89  S. 
W.  H.  Corbin,  '89. 

F.  A.  Stevenson,  '88  (Capt. 

G.  R.  Carter,  '88  S. 
S.  M.  Cross,  '88. 

R.  Thompson,  '90  (Cox.). 


Harvard,  21  vi.  24  s. 

E.  C.  Storrow,  '89  (Capt.). 
J.  B.  Markoe,  '89. 
P.  D.  Trafford,  '89. 

B.  T.  Tilton,  '90. 
J.  T.  Davis,  '89. 

C.  E.  Schroll,  L.  S. 
J.  R.  Finlay,  '91. 
W.  Alexander,  L.  S. 

J.  E.  Whitney,  '89  (Cox.). 


5o8 


YALE. 


i88g. 


Yale,  21  ni.  30  J. 

C.  F.  Rogers,  'go  S. 

C.  O.  Gill,  '89. 

G.  S.  Brewster,  '91. 

J.  A.  Hartwell,  '89  S. 

W.  H.  Corbin,  '89. 

G.  W.  Woodruff,  '89  (Capt.). 

P.  Allen,  '90  S. 

E.  L.  Caldwell,  T.  S. 

R.  Thompson,  '90  (Cox.). 


Harvard f  21  m.  55  j. 

G.  Perry,  '89. 

T.  N.  Perkins,  '91. 

E.  C.  Storrow,  '89  (Capt). 

J.  S.  Cranston,  '92. 

J.  R.  Finlay,  '91. 

B.  T.  Tilton,  '90. 

J.  P.  Hutchinson,  '90. 

R.  F.  Herrick,  '90. 

J.  E.  Whitney,  '89  (Cox.). 


1890. 


Yale,  21  m.  29  J. 

C.  F.  Rogers,  '90  S. 

W.  A.  Simms,  '90  S. 

G.  S.  Brewster,  '91. 

J.  A.  Hartwell,  P.  G. 

A.  B.  Newell,  '90. 

H.  T.  Ferris,  '91. 

S.  B.  Ives,  '93. 

P.  Allen,  '90  S.  (Capt.). 

R.  Thompson,  '90  (Cox.). 


Ha7"iiard,  21  m.  40  s. 


G.  L.  Nelson,  Sp. 

F.  B.  Winthrop,  '91. 
J.  H.  Goddard,  '92. 
T.  N.  Perkins,  '91. 
R.  D.  Upham,  '90. 
B.  T.  Tilton,  '90. 

G.  H.  Kelton,  '93. 

J.  P.  Hutchinson,  '90  (Capt.) 
H.  M.  Battelle,  '93  (Cox.). 


1891. 


Yale,  21  m.  57  s. 

W.  A.  Simms,  M.  S. 

A.  J.  Balliet,  '92. 

C.  R.  Ely,  '91. 

R.  D.  Paine,  '94. 

W.  W.  Hefflefinger,  '91  S. 

G.  S.  Brewster,  '91  (Capt.). 

P.  Hagerman,  L.  S. 

J.  A.  Gould,  '92  S. 

H.  S.  Browns,  '93  (Cox.). 


Harvard,  21  m.  23  j. 

M.  Newell,  '94. 

T.  N.  Perkins,  '91  (Capt.). 

N.  Rantoul,  '92. 

F.  Lynam,  M.  S. 

C.  K.  Cummings,  '93. 

D.  R.  Vail,  '93. 

G.  H.  Kelton,  '93. 
J.  C.  Powers,  '92. 

H.  M.  Battelle,  '93  (Cox.). 


1892. 


Yale,  20  m.  48  s. 

F.  A.  Johnson,  '94  S. 

A.  J.  Balliet,  '92. 

A.  L.  Van  Huyck,  '93  S. 

R.  D.  Paine,  '94. 

A.  B.  Graves,  '92  S. 

J.  A.  Hartwell,  M.  S.  (Capt.). 

S.  B.  Ives,  '93. 

E.  F.  Gallaudet,  '93. 

F.  E.  Olmstead,  '94  S.  (Cox.). 


Harvard,  21  m.  &,z\  s, 

M.  Newell,  '94. 
N.  Rantoul,  '92. 

B.  G.  Waters,  '94. 
R.  Acton,  M.  S. 

C.  K.  Cummings,  '93. 

F.  B.  Winthrop,  L.  S. 

G.  H.  Kelton,  '93  (Capt.). 
F.  Lynam,  M.  S. 

V.  Thomas  (Cox.). 


ROWING   AT  YALE. 


509 


1893. 


Yale,  24  m.  59  s. 

F.  A.  Johnson,  '94  S. 
C.  L.  Messier,  '94  S. 
A.  L.  Van  Huyck,  '93  S. 
J.  M.  Longacre,  '95. 
J.  M.  Goetchius,  '94  S. 
A.  r.  Rogers,  '94  S. 
S.  B.  Ives,  '93  (Capt.). 

E.  F.  Gallaudet,  '93. 

F.  E.  Olmstead,  '94  S.  (Cox.). 


Harvard,  25  m.  17  s. 

E.  H.  Fennessy,  '96. 

C.  K.  Cummings,  '93. 

D.  R.  Vail,  '93  (Capt.). 
G.  R.  Fearing,  '93. 

L.  Davis,  '94. 
M.  Newell,  '94. 
W.  S.  Johnson,  '94. 
G.  E.  Burgess,  '93. 
Victor  Thomas,  '95  (Cox.). 


1894. 


Yale,  23  vt.  45I  s. 

R.  Armstrong,  '95  S. 

H.  C.  Holcomb,  '95  S. 

W.  M.  Beard,  '96. 

A.  P.  Rogers,  '94  S. 

A.  W.  Dater,  '95  S. 

W.  R.  Cross,  '96. 

R.  B.  Treadway,  '96. 

F.  A.  Johnson,  '94  S.  (Capt.). 

F.  E.  Olmstead,  '94  S.  (Cox.). 


Harvard,  24  m.  38  s. 

A.  M.  Kales,  '96. 
E.  H.  Fennessy,  '96. 
L.  Davis,  '94  (Capt.). 
T.  G.  Stevenson, '96. 
R.  M.  Townsend,  '96. 
K.  H.  Lewis,  '96. 
J.  R.  Billiard,  Jr.,  '96. 
J.  Piirdon,  '95. 
P.  Day  (Cox.) 


1895. 


Yale,  21  7)1.  29!  s. 

R.  Armstrong,  '95  S.  (Capt.) 

H.  C.  Holcomb,  '95  S. 

W.  M.  Beard,  '96. 

A.  W.  Dater,  '95  S. 

J.  M.  Longacre,  '96. 

W.  R.  Cross,  '96. 

R.  B.  Treadway,  '96. 

G.  Langford,  '97  S. 

T.  L.  Clarke  '97  (Cox.). 


Harvard,  22  ;//.  10  s. 

E.  N.  Wrightington,  '97. 
J.  A.  Stillman,  '96. 

J.  E.  Chatman,  '96. 
L.  D.  Shepard,  '96. 
S.  Hollister,  '97. 

F.  N.  Watris,  L.  S. 
E.  H.  Fennessy,  '96. 

J.  R.  Bullard,  Jr.,  '96  (Capt.). 
P.  D.  Rust,  '97  (Cox.). 


1896. 


Yale,  7  m.  17  j. 

J.  H.  Simpson,  '97. 

A.  Brown,  '96. 

W.  M.  Beard,  '96. 

J.  O.  Rodgers,  '98. 

P.  H.  Bailey,  '97. 

J.  M.  Longacre,  '96. 

R.  B.  Treadway,  '96  (Capt.). 

G.  Langford,  '97  S. 

T.  L.  Clarke,  '97  (Cox.). 


Leander,  7  m.  14  j. 


J.  W.  N.  Graham. 

J.  A.  Ford. 

H.  Willis. 

R.  Carr. 

T.  II.  E.  Stretch. 

G.  Nichols  (Capt.). 

W.  F.  C.  Holland. 

H.  G.  Gold. 

E.  A.  Stafford  (Cox.). 


510 


YALE. 


1897. 


Yale,  20  m.  A,.\  s. 

D.  F.  Rogers,  '98. 

P.  Whitney,  '98. 

H.  G.  Campbell,  '97. 

J.  C.  Greenway,  1900. 

P.  H.  Bailey,  '97  (Capt.). 

F.  W.  Allen,  1900. 

W.  E.  S.  Griswold,  '99. 

G.  Langford,  '97  S. 
L.  Greene,  '99  (Cox.). 


Harvard,  21  m. 


G.  D.  Marvin,  '99. 

C.  C.  Bull,  '98. 

E.  N.  Wrightington,  '97. 
A.  A.  Sprague,  2d,  '97. 
J.  H.  Perkins,  '98. 
J.  F.  Perkins,  '99. 

D.  M.  Goodrich,  '97  (Capt.). 

E.  A.  Boardman,  '99. 

R.  S.  Huidekoper,  '98  (Cox.). 


Cornell,  20  w.  34  s. 

W.  S.  Wakeman,  '99  E.  E. 
W.  Bentley,  '98  E.  E. 
C.  S.  Moore,  '99  C.  E. 
A.  C.  King,  '99  Agr. 
M.  M.  Odell,  '97  Let. 
E.  O.  Spillman  (Capt.). 

E.  J.  Savage,  '98  Opt. 

F.  A.  Briggs,  '98  Let. 

F.  D.  Colson,  '98  Let.  (Cox.). 


i8g8. 


Yale,  24  m.  2  s. 

P.  Whitney,  '98  (Capt.). 

H.  P.  Wickes,  1900. 

J.  P.  Brock,  1900. 

R.  P.  Flint,  '99  S. 

J.  H.  Niedeken,  igoo. 

F.  W.  Allen,  1900. 

J.  C.  Greenleaf,  '99  S. 

W.  B.  Williams,  1900. 

J.  McL.  Walton,  '99  S,  (Cox.). 


Harvard,  24  w.  35  J. 

G.  S.  Derby,  M.  S. 
R.  F.  Blake,  '99. 

E.  Wadsworth,  '98. 

F.  L.  Higginson,  1900. 
C.  L.  Harding,  1900. 

J.  H.  Perkins,  '98  (Capt.). 
N.  Biddle,  1900. 

F.  Dobyns,  '98. 

G.  P.  Orton  (Cox.). 


Cornell,  23  m.  48  s. 

W.  C.  Dalzell,  '99  M.  E. 

W.  Bentley,  '98  E.  E. 

S.  W.  Wakeman,  '99  E.  E. 

T.  L.  Bailev,  '99  Phil. 

C.  S.  Moore,  '98  C.  E. 

R.  W.  Beardslee,  1900  E.  E. 

E.  J.  Savage,  '98  Opt. 

F.  A.  Briggs,  '98  L. 

F.  D.  Colson,  '98  L.  (Cox.  and  Capt.). 


ROWING  AT  YALE. 


5" 


First  Boat  Club  at  Yale.     1843. 

Henry  W.  Buel. 
John  W.  Dulles. 
Virgil  M.  D.  Marcy. 
John  P.  Marshall. 
John  McLeod. 
Wm.  Smith. 


Second  Boat  Club,  ^1844. 

Edwin  A.  Bulkley. 
Henry  P.  Duncan. 
Henry  C.  Birdseye. 
James  S.  Bush. 
Henry  Byne. 
Chas.  H.  Meeker. 
Howard  Smith. 
Hannibal  Stanley. 
Samuel  A.  Fisk. 


MISCELLANEOUS    ROWING   CONTESTS    OF   YALE 
CREWS   WITH    OUTSIDE    CLUBS. 


Hartford,  July  4,  1856. 

Boats. 

Transit  S.  S.  S. 
Undine  of  Hartford, 
Virginia  of  New  York, 
Distance,  3  miles. 
Won  by  Virginia,  Transit,  second. 

New  London,  July  6th,  1858. 
Boats. 

Eight-oared  Olympia  S.  S.  S. 
Four      "  "  " 

Seven  other  boats  of  various 
patterns,  including  whale  boats, 
wherries,  etc. 

Distance  unmeasured,  4  miles. 
Won   by  eight-oared    Olympia, — 

time,  32  m.  25  s. 
Four-oared    Olympia,     second,  — 
time,  35  m.  50  s. 

New  London,  July  4th,  1859. 
Boats. 

Varuna,  Yale. 

Pequot,  New  London. 

Eaglet,       "  " 

Bonita,       "  " 

Naukeak,  Mystic. 

Mother  Bailey,  Groton. 

Sassacus,  Mystic. 
Won  by  Pequot,  —  time,  22  m.  28  s. 
Second,  Eaglet,  —  time,  22  m.  50  s. 
Varuna,  fifth, —  time,  24  m.  27  s. 


MiDDLETOWN,     CoNN.,     July     4, 
1859. 

Boats. 

Six-oared  Atlanta,  Yale. 

Eight-oared  Olympia,  Yale. 

Atalanta,  Hartford. 

Aliotus,  Hartford. 
Won  by  six-oared  Atlanta,  Yale, 

—  time,  23  m.  10  s. 
Second,      eight-oared       Olympia, 

Yale,  —  time,  23  m.  30  s. 

Providence,  July  4,  i860. 
Boats. 

Yale  University. 

Thulia,  Yale  Sophomores. 

Une  of  Providence. 
Won  by  Yale  University,  —  time, 

21  m.  28  s. 
Second,  Thulia,  —  time,  22  m.  25  s. 

Worcester,  July  25,  i860. 
Boats. 

Gersh  Banker,  Newburgh,  N.  Y. 

Yale  University. 

Union  Boat  Club,  Boston. 

Quickstep,  Boston. 
Won     by    Gersh     Banker     (Josh 

Ward  stroke),  —  time.  iS  m.  37  s. 
Second,   Yale   University,  —  time, 

19  m.  10  s. 


Sii 


YALE. 


Lake  Saltonstall,  July  lo,  1871. 
Boats. 

Atalanta,  New  York. 

Yale  Sophomores. 
Won  by   Atalanta,  —  time,  19  rn. 

Second,       Yale      Sophomores,  — 
time,  19  m.  15^  s. 

Lake    Saltonstall,    November 

17,  1875. 
Single  sculls,  two  miles  with  turn. 

Julian  Kennedy,  Yale. 

R.  B.  Brainbridge,  Atalantas. 
Won  by  Kennedy,  —  time,  14  m. 

56  s. 
Second,  Brainbridge, —  time,  15  m. 

52  s. 

Philadelphia,  Aug.  22-24,  I076. 
Mile  and  a  half. 
Boats,  Four-oai-ed  Shells. 
Atalanta,  New  York. 
Beaverwyck,  Albany. 
Yale,  New  Haven. 
Columbia,  New  York. 
Vesper,  Philadelphia. 
Won  by  Atalanta. 

Columbia  withdrawn  in  the  finals. 

Time,  9  m.  37f  s. 
Yale    was    beaten    in   the   trial 
heats  by  Atalanta  and  Beaverwyck. 

Philadelphia,  Aug.   28,  29,  30, 

1876. 

Four-oared  sJiells,  mile  and  a  half. 

Boats. 

Eureka,  Newark. 

University  Dublin,  Ireland. 

Argonauta,  Bergen  Point. 

Yale,  New  Haven. 

Vesper,  Philadelphia. 

Crescent,  Philadelphia. 

Columbia,  New  York. 

Elizabeth,  Portsmouth,  Va. 

Quaker  City,  Philadelphia. 

Beaverwyck,  Albany. 

DuQuesne,  Allegheny  City,  Pa. 

Falcon,  Burlington,  N.  Y. 

Watkins,  New  York. 

Pennsylvania,  Philadelphia. 

Malta,  Philadelphia. 

London  Rowing  Club,  England. 


Northwestern,  Chicago. 

Atalanta,  New  York. 

First  Trinity,  Cambridge,  Eng. 

Oneida,  Burlington,  N.  Y. 
Won  by  Beaverwyck,  —  time,  9  m. 

6  s. 
Second,  London,  — time,  9  m.  62  s. 
Third,  Watkins,  —  time,  9  m.  16  s. 
Yale  was  beaten  in  third  trial  heat 
by  London  in  8  m.  515  s.  Yale  mak- 
ing 8m.  52  J  s. 

Philadelphia,  Sept.  i,  1876. 
Four-oared  shells,  mile  and  a.  half. 

Yale. 

Columbia. 

First  Trinity.     (Withdrew.) 
Won  by  Yale,  —  time,  9  m.  lof  s. 
Second,  Columbia,  —  time,  9  m.  21s. 

Harlem,  Oct.  2,  1S77. 
Junior  Singles,  one  mile. 
Won   by   Herman    Livingston   of 
Yale, —  time,  6  m.  5  s. 
Second  not  recorded, —  time,  6  m. 
14s. 

Newark,  Aug.  20,  1878. 

Mumford,  New  Orleans. 

Kennedy,  Vale. 

McMillan,  Philadelphia. 

Keator,  Yale. 
Won  by   Mumford, —  time,  10  m. 

i7is. 

Harlem,  Oct.  19,  1878. 
Double  Sculls, 

Yale,  (H.  &  E.  P.  Livingstone). 

Olympics. 

Athletics. 
Won  by  Yale,  —  time,  7  m.  152- s. 
Second,    Olympics,  —  time,   7  m 

24  s. 

Single  Sculls. 

H.  Livingstone,  Yale. 

E.  Mills. 

H.  P.  Dana. 
Won  by  Mills,  —  time,  8  m.  ^\  s. 
Second,  Livingstone. 

Junior  Sculls. 

B.  S.  Keator,  Yale. 

I.  A.  Lyon. 
Won  by  Lyon,  —  time,  7  m.  40I  s. 
Second,  Keator,  by  four  lengths. 


CHAPTER  III. 

FOOTBALL. 

IF  one  were  to  make  an  invidious  distinction,  it 
would  perhaps  be  fair  to  say  that  foot  ball  of  all 
sports  had  held  the  spot  closest  to  the  Yale  man's 
heart,  at  least  in  the  last  twenty  years.  The  sport  was 
originally  a  contest  between  Sophomores  and  Freshmen 
of  the  nature  of  an  annual  rush.  The  match  took  place 
on  the  Green,  and  was  girt  about  with  many  formali- 
ties, so  far  as  the  challenges  and  acceptances  were 
concerned ;  but  when  the  game  began,  difficulties,  too 
strong  to  be  overcome  by  politeness,  usually  resulted 
in  a  general  scramble  with  more  or  less  roughness. 
From  the  beginning  of  the  forties  for  ten  years  this 
contest  went  on,  but  in  1849  the  class  of  1852,  then 
Sophomores,  refused  to  play  with  the  Freshmen.  This 
sporadic  outburst  of  decorum  lasted  only  a  year,  how- 
ever, and  the  next  year  the  game  was  played  as  usual. 
A  few  years  later  the  game  was  once  more  omitted 
for  a  couple  of  years,  and  when  1861  challenged  i860, 
the  Faculty  stepped  in  and  put  an  end  to  these  con- 
tests. With  this,  however,  came  another  difficulty,  an 
unforeseen  one.  It  had  always  been  contended  that 
Yale  students  had  a  right  to  use  the  Green  for  a  play- 
ground, and  in  order  to  preserve  the  rights  of  the  stu- 
dents it  was  necessary  to  have  some  sort  of  a  game 
played  on  the  Green  from  time  to  time.  At  any  rate 
this  was  the  belief  of  the  College  crowd.     For  all  that, 

33 


SH  YALE. 

however,  the  city  passed  a  by-law  in  1858  forbidding 
the  playing  of  these  games  either  on  the  streets  or  on 
the  public  squares  of  the  city. 

From  i860  to  1870  football  practically  disappeared 
from  the  curriculum ;  but  in  the  early  seventies  a  re- 
vival took  place,  and  in  1872  a  Yale  Football  Associ- 
ation was  organized.  This  revival  was  due  largely  to 
the  personal  efforts  of  David  Schaff  aided  by  Samuel 
Elder  and  Miller.  The  game  as  it  was  played  at  that 
time  was  more  nearly  after  the  Association  order  than 
the  more  modern  Rugby  Union.  The  players  were 
not  allowed  to  pick  up  the  ball,  pass  it  or  carry  it,  but 
they  did  bat  it  with  the  hand,  and  baby  it  along  the 
ground  with  the  foot.  The  game  was  played  with 
teams  of  twenty  men  each;  and  in  the  fall  of  1872  Yale 
challenged  Columbia,  and  the  first  legitimate  game  be- 
tween colleges  was  played.  Yale  won  by  a  score  of 
three  goals.  No  other  games  were  played  in  that 
year. 

In  1873,  however,  a  Convention  was  called  in  New 
York  in  October.  Harvard  sent  regrets,  but  Prince- 
ton, Columbia,  and  Rutgers  were  represented,  and  a 
code  of  rules  was  adopted  similar  to  those  under  which 
the  Columbia- Yale  game  the  year  before  had  been 
played.  Yale  played  three  games  that  season,  winning 
the  one  with  Columbia,  losing  the  one  with  Princeton, 
but  winning  what  was  that  year  considered  a  very  im- 
portant and  interesting  game,  the  one  against  the  Eton 
eleven. 

The  writer  remembers  this  game  very  vividly  for, 
although  he  was  only  a  boy  in  preparatory  school,  like 
all  the  rest  who  had  any  interest  in  sport,  he  was  pres- 
ent.    The  Eton  team,  so  called,  was  a  team  made  up 


FOOTBALL.  515 

of  eleven  Englishmen,  many  of  them  from  New  York, 
and  captained  by  Allen,  an  Eton  man.  The  score  card 
impressed  us  greatly,  for  there  was  a  marquis  on  the 
team;  there  was  also  on  the  English  team  one  of  the 
tallest  men  we  had  ever  seen  on  the  football  field. 
His  height  was  given  me  after  the  game  as  six  feetj 
seven  inches,  and  he  certainly  looked  all  of  this. 
When  he  punted  the  ball  with  that  long  leg  of  his, 
it  seemed  as  though  it  would  never  stop  going. 

In  1874,  the  growth  of  the  game  had  been  such  that 
it  was  more  violent,  and  bigger,  stronger  men  were 
selected.  The  day  of  the  agile  "peanutter"  was  fast 
disappearing.  In  1875,  class  series  were  organized  and 
a  constitution  adopted.  In  October  of  that  year  dele- 
gates from  Harvard  and  Yale  attended  a  Convention  at 
Springfield  in  order  to  see  if  they  could  not  compro- 
mise on  some  set  of  rules  that  would  bring  the  two 
universities  together  in  a  match.  Harvard  at  that  time 
had  taken  up  the  Rugby  Union  and  was  playing  games 
with  Canadian  teams,  while  Yale  still  stuck  to  the 
American  game,  which,  as  mentioned  earlier,  was  far 
more  like  the  Association  game. 

A  compromise  was  effected,  but  the  mongrel  game 
which  resulted  v/as  unsatisfactory  to  both  universities, 
and  the  only  interest  to  be  gained  from  it  was  the 
pleasure  of  seeing  the  Harvard  men  run  with  the  ball. 
The  writer  perfectly  remembers  the  many  brilliant 
runs,  and  the  general  expertness  of  play  exhibited  by 
the  Harvard  team  on  this  occasion.  The  score  was 
given  as  four  goals  and  two  touch  downs  to  nothing; 
but  as  the  writer  remembers  it,  it  seemed  as  though 
Harvard  scored  whatever  they  pleased.  This  year 
ended  the  American  game  at  Yale. 


5i6  YALE. 

In  1876,  Yale,  at  the  instigation  of  Harvard,  adopted 
the  Rugby  Union  rules  entire.  Harvard,  after  mak- 
ing a  triumphant  tour  in  Canada,  came  down  to  New 
Haven  to  play  with  Yale  on  November  i8th.  Previ- 
ous to  the  game  Yale  used  every  effort  to  persuade 
Harvard  to  play  more  than  one  match.  This  was 
owing  to  the  belief  entertained  by  Captain  Baker  and 
those  who  counselled  him,  that  if  Yale  could  get  tv/o 
or  three  matches  with  Harvard  during  that  fall,  she 
could  learn  enough  about  the  game  to  make  a  respec- 
table showing  the  following  year.  Harvard,  however, 
replied  to  this  invitation  for  a  series  that  it  was  only 
out  of  courtesy  to  Yale  that  they  had  kept  their  men 
in  trim  for  this  match,  as  the  season  was  practically 
over,  and  they  would  not  play  any  more  games  that 
year.  Thus  ended  Yale's  endeavor  to  learn  by  actual 
contests  the  arts  of  running,  tackling,  and  dodging, 
in  which,  from  the  previous  year's  experience,  they 
knew  Harvard  to  be  greatly  their  superior.  The  dis- 
appointment was  quite  severe,  for  many  things  had 
arisen  in  the  last  few  weeks  of  training  to  show  us 
how  little  we  knew  of  the  mysteries  of  the  Rugby 
Union.  For  instance,  we  had  been  unable  to  secure 
an  oval-shaped  Rugby  ball,  and  had  been  playing  with 
the  round  rubber  ball  of  the  American  game  up  to 
within  a  week  or  ten  days  of  this  Harvard  match.  In 
fact.  Harvard  had,  I  believe,  loaned  us  the  only  ball 
v/e  had  for  practice.  Any  one  who  has  seen  the  round 
rubber  ball  can  easily  appreciate  how  much  at  sea  we 
found  ourselves,  when  we  endeavored  to  catch,  kick, 
and  pass  the  egg-shaped  ball  of  the  Rugby  Union. 

The  day  of  the  match  dawned,   and  all  our  friends 
were  condoling  with  us  throughout  the  morning  on  the 


FOOTBALL.  517 

sad  fate  which  awaited  us.  With  memories  of  the 
previous  year's  annihilation  at  the  hands  of  the  Har- 
vard team,  there  were  very  few  of  our  eleven,  for  the 
game  was  played  with  eleven  then,  who  did  not  expect 
to  be  rendered  ludicrous  in  the  contest.  But  if  ever 
men  had  worked  hard,  we  had.  And  if  ever  a  captain 
had  done  his  best  to  instill  into  the  minds  of  every 
man  on  his  team  the  best  spirit,  Captain  Baker  was 
that  man.  The  betting,  for  there  was  betting  in  those 
days,  was  said  to  be  five  to  one  in  favor  of  Harvard; 
and  I  remember  the  speculation  on  the  score  was  some- 
thing appalling.  By  agreement  between  the  Captains 
the  Rugby  rule  of  that  day  counting  goals  only  was 
agreed  upon.  Touch-downs  were  to  count  nothing  un- 
less they  were  converted  into  goals.  This  as  after 
events  proved  was  a  lucky  provision  for  Yale.  The 
game  began  and  our  stage  fright  soon  wore  off.  After 
fifteen  minutes  of  play  we  knew  that  Harvard  was  the 
better  team,  but  that  the  discrepancy  was  by  no  manner 
of  means  as  marked  as  it  had  been  the  previous  year, 
and,  furthermore,  that  our  team  excelled  them  in  physi- 
cal condition.  In  the  first  half  of  forty-five  minutes 
the  ball  did  not  progress  very  far  toward  either  goal. 
We  had  been  instructed  to  put  every  effort  on  prevent- 
ing scoring  by  Harvard,  as  it  seemed  that  in  that  line 
lay  our  best  chance.  The  result  was  that  the  half 
ended  with  no  score.  In  the  second  half  we  had  man- 
aged to  carry  the  ball  within  kicking  distance  of  Har- 
vard's goal,  and  it  was  passed  back  to  Thompson  for  a 
play  which  we  had  in  a  dim  way  comprehended,  of  try- 
ing a  field  kick  at  goal.  Thompson  was  a  man  who, 
while  not  graceful,  had  an  unlimited  amount  of  aggres- 
siveness, and  always  a  thorough  belief  in  Yale's  com- 


5i8  YALE. 

ing  out  ahead.  People  say  that  he  had  no  idea  of 
kickmg  the  goal,  that  is,  no  idea  that  his  kick  would 
be  successful.  Upon  this  point  I  disagree  with  them 
entirely.  Thompson  had  very  little  idea  of  the  drop 
kick  as  performed  by  the  modern  kickers,  or  in  fact  as 
performed  by  him  himself  a  year  or  two  later,  but  when 
he  hit  the  ball  with  his  ankle  (if  it  did  not  even  hit 
higher  than  that  on  his  leg),  I  am  sure  he  expected  and 
firmly  believed  that  he  was  going  to  make  a  goal,  and 
this  he  did,  much  to  the  astonishment  of  both  the  Yale 
and  Harvard  teams.  Harvard  braced  up  after  this, 
and  by  brilliant  rallies  secured  two  touch-downs,  both 
of  which,  however,  they  failed  to  convert. 

On  Thanksgiving  day  of  the  same  year,  Yale  played 
Princeton  at  the  St.  George's  Cricket  grounds,  Hobo- 
ken,  winning  by  a  score  of  two  goals  to  nothing,  and 
on  the  9th  of  December  they  played  their  most  memo- 
rable game  of  that  year,  at  least  so  far  as  weather  was 
concerned,  with  Columbia.  The  thermometer  was  not 
as  low  as  it  was  when  in  that  same  year  the  Freshmen 
teams  played  in  Boston,  namely,  several  degrees  below 
zero  ;  but  the  mercury  actually  registered  only  8°  above, 
and  the  men  who  did  not  play  in  the  rush  line  found 
it  rather  chilly.      Yale  won  by  an  overwhelming  score. 

In  1877,  owing  to  a  disagreement  as  to  the  number 
who  should  constitute  a  team.  Harvard  and  Yale  did  not 
meet.  Harvard  contended  that  the  number  should  be 
increased  to  fifteen ;  but  Yale  stuck  to  eleven,  and  the 
match  fell  through.  Later  in  the  season,  Yale  played 
Princeton  with  fifteen,  because  Princeton,  like  Harvard, 
refused  to  play  with  eleven,  and  Yale  made  two  touch- 
downs, but  failed  to  convert  them  into  goals.  In  1878, 
after  violent  opposition,  Yale,  finding  that  both  Har- 


FOOTBALL.  519 

vard  and  Princeton  would  not  play  with  less  than  fif- 
teen men,  yielded  to  them  and  defeated  Harvard  at 
Boston,  late  in  November,  by  a  score  of  one  goal  to 
nothing,  but  were  defeated  by  Princeton  four  days 
later  by  the  same  score. 

This  year  Yale  began  her  contention  of  making 
scoring  such  as  to  insure  victory  or  defeat  for  one  team 
or  the  other,  and  after  a  good  deal  of  work  on  her  part 
accomplished  her  end  in  a  measure,  that  is,  touch-downs 
were  allowed  to  score,  but  not  safeties.  Not  until  1881 
did  Yale  and  Harvard  agree  to  count  safeties,  but  only 
in  this  way :  in  case  neither  side  made  any  other  score, 
the  team  which  made  four  less  safety  touch-downs  than 
their  opponents  was  to  win  the  game.  In  spite  of  this 
agreement  between  Yale  and  Harvard,  in  which  both 
supposed  Princeton  concurred,  Princeton  still  refused 
to  count  safeties,  and  in  that  year  evaded  the  matter 
by  passing  the  ball  into  touch-in-goal.  To  return  to 
1879;  in  this  year  both  the  Yale-Harvard  and  Yale- 
Princeton  games  turned  out  draws.  Harvard  making 
four  safety  touch-downs,  while  Yale  made  two,  and 
Princeton  making  five  safeties  to  Yale's  two. 

In  1880,  the  game  with  Harvard  was  played  in  Bos- 
ton in  a  pouring  rain  on  the  Boston  ball  grounds, 
which  were  so  flooded  as  to  render  an  accusation  made 
by  Harvard,  that  Yale  was  trying  to  drown  one  of  her 
men  by  holding  him  down,  not  without  some  ground. 
During  the  entire  first  half  neither  side  scored.  And 
it  was  not  until  after  the  referee  had  said  that  there 
was  only  five  minutes  left  to  play,  that  Yale,  having 
worked  the  ball  down  to  Harvard's  thirty-five  yard 
line,  realizing  the  desperatcncss  of  the  occasion,  tried 
a  drop-kick  for  goal ;  the  ball  was  heavy  with  water, 


520  YALE. 

but  it  just  skimmed  the  goal  bar,  thus  settling  the 
game  in  Yale's  favor.  Inspired  by  this,  while  Har- 
vard was  disheartened,  Yale  succeeded  in  crowding  the 
ball  over  the  goal  line  within  the  next  four  minutes, 
though  the  time  was  not  sufficient  in  which  to  kick 
another  goal. 

The  game  with  Princeton  was  played  in  New  York, 
in  a  snow-storm,  on  a  field  that  had  been  cleaned  off 
during  the  morning  by  a  large  force  of  men.  This 
game  was  another  repetition  of  the  block  game :  Prince- 
ton making  eleven  safeties  to  Yale's  five.  In  1881, 
the  Harvard  game  was  played  in  New  Haven  in  a  rain- 
storm quite  equalling  that  of  the  previous  year  at  Bos- 
ton, and  no  goals  or  touch-downs  were  made.  Harvard, 
however,  made  four  safety  touch-downs,  and  by  the 
agreement  as  stated  above  thus  lost  the  game.  The 
Princeton  game  was  another  repetition  of  the  defen- 
sive tactics,  and  really  put  an  end  to  the  block  game, 
for  it  so  disgusted  spectators  that  it  was  absolutely 
necessary  to  make  a  change.  The  association  realized 
the  situation,  and  formally  awarded  the  championship 
to  Yale,  as  Yale  defeated  Harvard,  while  Princeton 
played  a  draw  with  Harvard. 

Yale's  teams  were  becoming  better  and  better  every 
year,  and  the  general  development  of  the  game  at  New 
Haven  was  so  much  ahead  of  the  playing  throughout 
most  of  the  colleges  as  to  make  it  certain  that,  barring 
accidents,  and  accidents  occur  very  seldom  in  football, 
Yale  would  win  any  game  into  which  she  v/ent.  In 
1882,  Yale  won  from  Harvard  by  one  goal  and  three 
touch-downs  to  nothing.  Harvard  defeated  Princeton, 
and  Yale  did  the  same,  although  Princeton  scored  on 
Yale  by  a  magnificent  place  kick  after  a  fair  catch 


=  ■-> 


^     X 


•* 

tt-_) 

CO 

X  2 

fc. 

o 

a< 

Z 

.=      S 

r5         « 

- 

•X.     ^ 

y 

J 

^ 

^ 

< 

M 

u 

O 

o 

■^ 

^ 

^       33 

U    3 


FOOTBALL.  52' 

from  the  fifty-yard  line.  In  1883,  definite  scoring 
points  were  adopted  which  have  been,  with  changes  in 
values,  in  existence  up  to  the  present  day.  A  goal 
from  a  touch-down  counted  six,  a  goal  from  a  field 
kick,  five,  a  touch-down,  two,  and  a  safety  by  the  op- 
ponents, one.  Both  the  Harvard  and  Princeton  games 
were  played  this  year  in  New  York.  In  the  Prince- 
ton game,  Yale  scored  inside  the  first  ten  minutes,  and 
no  farther  score  was  made  by  either  side.  In  the  Har- 
vard game,  however,  Yale  scored  twenty-three  points 
to  Harvard's  two. 

It  was  in  this  year  that  the  Harvard  Athletic  Com- 
mittee insisted  upon  certain  rules  of  theirs  being  ob- 
served, and  refused  to  allow  Harvard  to  play  the  match 
unless  these  rules  were  carried  out.  In  1884,  the  Yale- 
Princeton  game  was  played  in  New  York  on  the  28th 
of  November;  Yale  made  a  touch-down  and  kicked  the 
goal  in  the  early  part  of  the  game;  Princeton  suc- 
ceeded in  making  a  touch-down,  but  failed  to  convert 
it.  A  short  time  after  this  Princeton,  taking  excep- 
tion to  decisions  of  the  referee,  refused  to  continue  the 
game,  and  it  was  not  until  almost  dark  that  they  con- 
sented to  go  on.  Not  long  after  this  the  game  had  to 
be  called  on  account  of  darkness,  leaving  the  score 
Yale  6,  Princeton  4.  The  Yale-Harvard  game  was 
hardly  worth  mentioning  on  account  of  the  weakness 
of  the  Harvard  team.     Yale  won  by  a  score  of  52  to  o. 

In  1885,  there  was  no  game  with  Harvard  owing  to 
the  fact  that  the  Harvard  Athletic  Committee  forbade 
the  playing  of  any  Intercollegiate  football  by  Han-ard 
teams  that  season.  The  Yale-Princeton  game,  how- 
ever, made  up  in  its  excitement  for  any  lack  of  inter- 
est that  might  have  been  occasioned  by  the  failure  of 


52  2  YALE. 

Harvard  to  put  a  team  in  the  field.  The  Princeton 
team  was  a  veteran  one,  and  every  one  expected  that 
Yale,  with  her  nine  green  men,  would  easily  succumb 
to  the  Jersey  men ;  but  the  team  at  New  Haven,  under 
Captain  Peters,  had  been  worked  carefully  and  well, 
and  before  the  game  had  progressed  fifteen  minutes  it 
was  evident  that  the  dash  and  enthusiasm  of  the  new 
men  was  a  match  for  the  greater  experience  and  accu- 
racy of  the  veteran  visitors.  Yale  secured  the  ball 
toward  the  latter  part  of  the  first  half  within  kicking 
distance  of  Princeton's  goal,  and  Watkinson  sent  a 
drop-kick  skimming  over  the  bar.  The  score  of  5  to  o 
continued  until  within  five  or  six  minutes  of  the  end  of 
the  second  half.  After  a  determined  effort  of  Prince- 
ton's, which  carried  the  play  down  to  Yale's  five-yard 
line,  the  ball  was  secured  by  Yale  on  three  downs,  and 
carried  steadily  up  the  field  until  it  was  at  the  middle. 
Here  Yale,  over-confident  at  the  sure  expectation  of 
victory,  and  with  only  a  few  minutes  to  play,  instead 
of  continuing  the  running  game,  sent  a  punt  down 
towards  Princeton's  goal.  It  struck  Toler,  one  of 
Princeton's  backs,  in  the  chest  and  glanced  off,  while 
Lamar,  who  was  backing  him  up,  came  running  for- 
ward and,  taking  the  ball  on  the  bound,  was  in  an  in- 
stant past  the  Yale  rushers,  who  had  concentrated  on 
Toler,  where  the  ball  was  falling.  Lamar  ran  up  the 
field,  but  still  had  two  men  to  pass,  one  of  them  Bull, 
Yale's  later  famous  full-back.  He  and  his  companion, 
instead  of  running  forward  to  meet  Lamar,  endeavored 
to  force  him  out  of  bounds  on  the  side.  Lamar  made 
a  quick  turn  which  practically  brought  these  two  men 
together,  and  came  inside,  thus  having  a  clear  field, 
and   eventually   depositing   the    ball    directly   behind 


FOOTBALL.  523 

Yale's  goal.  From  this  touch-down  a  goal  was  quickly 
made,  and  although  the  Yale  team  played  with  desper- 
ation during  the  few  minutes  remaining,  the  final  score 
stood  6  to  5  in  Princeton's  favor.  The  following  year, 
1886,  Harvard  was  defeated  by  Princeton,  two  goals  to 
nothing,  and  therefore  went  into  the  Yale  game  with 
a  feeling  of  hopelessness.  The  game  was  played  in 
Cambridge,  and  Yale  easily  won  by  a  score  of  29  to  4. 

The  Yale-Princeton  game  was  played  on  Princeton's 
ground,  and  owing  to  the  agreed-upon  referee  not  being 
present  at  the  time  when  the  game  was  to  have  com- 
menced, the  kick-off  was  delayed  for  nearly  an  hour. 
Finally  Mr.  Harris,  of  Princeton,  was  prevailed  upon 
to  act,  and  the  game  began  at  half-past  three.  It  was 
a  rainy  day,  and  the  ground  and  ball  both  showed  evi- 
dences of  it.  It  was  certain  v/ithin  half  an  hour  that 
if  the  game  were  delayed  any  farther  it  would  be  im- 
possible to  finish  it,  for,  owing  to  the  clouds,  it  was  an 
especially  dark  day.  Yale  scored  a  touch-down,  but 
failed  to  kick  a  goal,  farther  delays  ensued,  finally  the 
crowd  rushed  on  the  field  and  it  took  a  long  time  to 
clear  it.  At  last,  some  fifteen  minutes  before  the  full 
time  had  elapsed,  the  referee  called  the  game  on  ac- 
count of  darkness.  The  annual  convention  passed  the 
following  rather  remarkable  resolutions:  "That  this 
Convention  cannot,  as  a  convention,  award  the  cham- 
pionship for  1886.  Resolved,  that  Yale,  according  to 
the  points  scored,  should  have  won  the  championship." 

In  1887,  the  present  plan  of  two  officials,  an  umpire 
and  a  referee,  was  instituted.  Formerly  the  game 
had  been  managed  by  the  referee  alone ;  although, 
in  the  early  days,  two  judges  had  acted  as  advocates, 
each  for  his  own  side,  the  referee  being  the  final  court 


524  YALE. 

of  appeal.  Princeton  was  defeated  by  Harvard  at  Cam- 
bridge by  two  goals  to  nothing,  and  the  Yale-Princeton 
game  was  played  previous  to  the  Yale-Harvard  game. 
This  Yale-Princeton  game  was  an  exciting  one  from 
start  to  finish,  and  some  of  the  most  remarkable  players 
for  years  took  part.  There  was  no  marked  difference 
between  the  two  teams  in  individual  prowess,  but  the 
tactics  and  the  generalship  of  Yale  was  the  better,  and 
finally  won  by  two  goals  to  nothing. 

The  Yale-Harvard  game  was  played  in  New  York  on 
Thanksgiving  Day  before  one  of  the  largest  audiences 
that  up  to  that  time  had  ever  witnessed  a  game.  The 
play  was  even  more  exciting  than  that  exhibited  in  the 
Yale-Princeton  game.  Harvard,  thanks  to  the  remark- 
able running  of  her  half-backs,  notably  Porter,  contin- 
ually forced  Yale  down  the  field,  until  the  latter,  after 
securing  the  ball,  would,  with  a  well-directed  punt, 
regain  the  lost  ground.  This  continued  until  the  bet- 
ter strategical  work  of  Yale  gave  them  possession  of 
the  ball  within  kicking  distance  of  Harvard's  goal. 
The  ball  was  passed  back  to  Bull,  but  his  drop-kick 
missed.  A  short  time  after  he  tried  again  with  im- 
proved aim  but  still  unsuccessfully.  The  third  time, 
however,  he  put  the  ball  fairly  over.  This  was  thirty 
minutes  from  the  beginning  of  the  first  half.  Not  long 
after  Yale  secured  a  touch-down  which  was  converted 
into  a  goal,  making  the  score  1 1  to  o  in  favor  of  Yale. 
In  the  second  half  Harvard  went  in  more  vigorously 
than  ever,  and,  a  blocked  kick  aiding  them,  secured 
the  ball  near  Yale's  line,  where  on  the  next  down. 
Porter,  with  a  ten-yard  run,  secured  a  touch-down. 
Just  previous  to  this,  on  another  blocked  kick,  Yale 
had  been  forced  to  a  safety,  so  that  the  score  now  stood 


FOOTBALL.  525 

Yale  II,  Harvard  8.  It  was  now  Yale's  turn  to  brace, 
and  their  team  worked  together  with  a  will  until  they 
got  the  ball  within  thirty-five  yards  of  Harvard's  goal; 
on  the  next  play  Wurtenburg,  the  Yale  half,  made  a 
run  of  thirty-five  yards  for  a  touch-down,  the  goal  was 
converted,  thus  leaving  the  final  score  17  to  8  in  Yale's 
favor. 

The  discipline  and  general  perfection  to  which  Yale 
was  carrying  the  sport  told  most  strongly  on  her  work 
the  following  season,  for  she  went  through  the  year 
without  being  scored  upon  by  any  one,  and  making  a 
total  of  six  hundred  and  ninety  points. 

The  next  year,  1889,  the  football  season  opened 
with  a  most  remarkable  game  between  Princeton  and 
Harvard  at  Cambridge,  in  which  Harvard,  although 
leading  at  the  end  of  the  first  half  by  a  score  of  1 5  to  10, 
was  overwhelmed  in  the  second,  and  finally  defeated  41 
to  15.  The  game  between  Yale  and  Harvard  at  Spring- 
field was  therefore  looked  upon  as  one  likely  to  be  of 
large  scores ;  but  instead  Yale  won  by  a  score  of  6  to 
o,  and  this  touch-down  from  which  the  goal  was  kicked 
was  made  only  at  the  very  end  of  the  first  half.  The 
Yale-Princeton  game  was  played  at  Berkeley  Oval, 
New  York,  and  although  it  did  not  rain  during  the 
game,  the  continued  down-pour  of  the  previous  day 
made  the  field  in  some  spots  nothing  more  than  a  quag- 
mire. Sawdust  was  generally  distributed  over  this 
mud,  but  had  little  effect.  The  first  half  was  ended 
with  no  score  by  either  team ;  but  in  the  second  half 
Princeton  repeated  her  strong  finish  as  exhibited  at 
Cambridge,   and  won  by  a  score  of  10  to  o. 

Yale  therefore  started  in  the  next  season  under  the 
weight  of  a  deal  of  discouragement,  with  a  defeated 


526  YALE. 

team  and  no  great  amount  of  material.  It  looked 
as  though  there  was  little  chance  of  a  successful 
season.  Added  to  this,  in  the  second  game  of  the 
year,  a  game  against  Crescent,  the  Brooklyn  players 
scored  a  touch-down  and  goal ;  but  from  this  time  on 
Yale's  work  steadily  improved,  until  it  reached  its 
maximum  on  the  day  of  the  match  with  the  University 
of  Pennsylvania;  this  game  Yale  won  by  a  score  of  60 
to  o,  one  week  before  the  Harvard  game. 

The  Harvard  game  was  played  at  Springfield,  and 
both  teams  looked  forward  to  a  hard  contest.  Twenty- 
four  hours  before  the  match,  Yale's  centre,  Holcomb, 
was  taken  with  inflammatory  rheumatism ;  but  so  great 
was  the  confidence  of  Yale  in  Captain  Rhodes  and  the 
men  who  carried  the  blue,  that  they  felt  even  with  this 
handicap  they  would  be  able  to  win.  During  the  first 
half,  Yale  had  the  benefit  of  the  wind,  but  failed  to 
score,  owing  to  Harvard's  magnificent  defence,  and  the 
strong  kicking  of  Trafford.  In  the  second  half,  after 
nearly  twenty-five  minutes  of  play,  Lee  of  Harvard, 
who  had  replaced  Lake,  made  a  long  run  around  Yale's 
left  end  for  a  touch-down,  which  was  quickly  converted 
into  a  goal.  Hardly  had  the  ball  been  put  into  play 
after  this,  when  Dean,  Harvard's  quarter-back,  break- 
ing through  and  taking  advantage  of  a  misplay  in  the 
centre,  seized  the  ball  with  an  open  field  and  ran^fifty 
yards  to  a  touch-down.  The  goal  was  again  kicked, 
and  the  score  stood  12  to  o  in  favor  of  Harvard.  From 
this  point  on  Yale  made  a  most  heroic  effort,  and  car- 
ried the  ball  down  to  Harvard's  goal,  making  a  touch- 
down and  converting,  by  a  difficult  kick,  what  looked 
like  four  points  only  into  six.  Immediately  after  the 
kick-off   they   continued    their   aggressive   work,    and 


Football  Team  of  1R90 

B.  Morison    Wallis      McClimg     Heffelfinger    S.  Morison     Hartwell    Williams 
Crosby  Lewis  Rhodes  (Capt.) 

Harvey  Barbour  Bliss 


Football  Team  of  1S94 

Terrems  McCrea         Greenvvav        Stillman     Armslmni;;^ 

Cliadwick  Murpliy         Buttervvortli  Thome 

L.  Hinkey  F.  Hinkey  (Capt.) 

Beard  Adee 


Bass 
Hickok 
Letton 


FOOTBALL.  527 

fought  their  way  down  to  within  a  few  yards  of  the 
Harvard  goal  again  before  time  was  called;  but  the 
effort  was  too  late,  and  the  game  closed  with  a  score 
of  12  to  6  in  Harvard's  favor.  This  and  the  tremen- 
dous up-hill  work  of  Harvard  already  referred  to  in 
the  game  at  New  York,  in  1887,  are  the  two  most 
memorable  instances  of  heroic  struggles  on  the  foot- 
ball gridiron. 

The  Yale-Princeton  game  was  played  at  Eastern 
Park,  Brooklyn,  on  Thanksgiving  Day ;  and  here  Yale, 
having  taught  her  green  centre,  Lewis,  how  to  play 
the  position,  took  sweet  revenge  for  the  defeat  of  the 
previous  week,  scoring  sixteen  points  in  each  half,  or  a 
total  of  thirty-two  to  Princeton's  nothing.  The  fol- 
lowing year,  1891,  there  was  a  most  marked  advance 
again  in  Yale's  development  of  the  game.  She  began 
where  she  had  left  off  the  previous  year,  and  developed 
her  team  with  amazing  skill  to  such  a  point  of  perfec- 
tion as  to  make  the  results  of  her  games  well-nigh  un- 
questioned. Throughout  the  entire  season  no  team  was 
ever  able  to  score  a  point  against  her,  and  when  she 
met  Harvard  at  Springfield  before  an  audience  of 
nearly  twenty-five  thousand  she  forced  the  crimson 
players  to  the  defensive  almost  from  the  start,  the  final 
score  being  10  to  o. 

Fully  forty  thousand  assembled  for  the  Yale-Prince- 
ton game  in  New  York  on  Thanksgiving  Day;  and 
although,  by  a  most  excellently  executed  defensive 
kicking  game,  Princeton  was  able  to  hold  Yale  off 
during  the  first  part  of  the  game,  the  discipline  and 
steadiness  of  the  latter's  play  told  heavily  in  the 
second  half,  and  in  the  end  proved  altogether  too 
much  for  Princeton. 


528  YALE. 

The  season  of  1892  exhibited  once  more  the  gap 
which  separated  Yale  from  the  other  universities  in 
the  tactics  of  the  game.  Pennsylvania  was  beaten  28 
to  o,  Harvard  6  to  o,  and  Princeton  12  too.  It  was 
gradually  dawning  upon  the  Yale  management  that 
three  games  of  this  nature  every  season  was  something 
of  a  contract,  and  the  care  which  they  exhibited  for 
their  players  in  the  Harvard  game  was  rendered  abso- 
lutely necessary  by  the  close  proximity  of  the  match 
with  Princeton.  Even  this  year  there  were  many  who 
complained  that  the  Pennsylvania  game  added  more 
than  it  should  to  the  burden  which  the  team  must  bear. 
For  all  that  it  was  played  and  played  with  vigor,  as 
the  score  indicates. 

In  1893,  there  was  a  general  upheaval  in  the  Inter- 
collegiate Association  against  the  continuance  of  grad- 
uate players,  and  rules  were  passed  restricting  this 
eligibility.  The  University  of  Pennsylvania  felt  that 
Yale  and  the  others  were  voting  this  reform  simply  to 
get  rid  of  Pennsylvania's  strong  team.  Pennsylvania 
having  tendered  her  resignation  to  the  Association, 
however,  Yale  agreed  to  play  whatever  team  Pennsyl- 
vania should  put  in  the  field.  Up  to  this  time  no 
score  had  been  made  against  Yale  during  the  season. 
The  match  was  played  in  New  York,  and  there  was  an 
unusual  amount  of  interest.  The  final  result  was  Yale 
14,  Pennsylvania  6,  the  latter  securing  a  touch-down, 
from  which  a  goal  was  kicked  in  the  second  half  of  the 
game.  The  play  was  fast  and  furious.  Pennsylvania 
using  flying  interference  to  good  effect,  while  Yale 
practically  confined  herself,  in  accordance  with  her 
traditional  policy  at  that  period  in  the  season,  to  a  few 
elementary  plays.     The  Yale  team  showed  the  effects 


FOOTBALL.  5^9 

of  this  contest  for  a  considerable  time,  and  although 
they  won  from  Harvard  by  a  score  of  6  to  o,  they  were 
defeated  in  the  final  game  of  the  season  by  Princeton 
by  the  same  score. 

The  following  year,  1894,  the  Yale  team  was  brought 
to  a  higher  scoring  perfection,  though  slightly  at  the 
expense  of  her  defensive  play.  West  Point  scored  on 
her,  and  so  did  Harvard ;  but  Yale  defeated  both  these 
teams  and  went  into  the  Princeton  game  in  good  con- 
dition, easily  running  up  a  score  of  twenty-four  points, 
while  Princeton  failed  to  cross  the  Yale  line.  But 
Yale  was  developing  individual  players  more  strongly 
than  usual.  This  was  probably  the  effect  of  having 
some  marvellously  strong  runners  behind  her  line,  upon 
whom,  in  spite  of  the  efforts  of  the  management,  the 
teams  grew  to  rely,  and  fell  behind  in  that  general  team 
play  which  had  been  so  characteristic  of  New  Haven 
elevens.  In  1895,  this  tendency  became  especially 
marked,  and,  as  one  of  the  coachers  said,  "This  team 
can  score  against  anybody."  And  before  the  Princeton 
game  the  record  of  the  team  had  been  an  unusual  one. 
In  the  first  place  the  Crescent  Athletic  Club  had  forced 
them  to  a  safety  touch-down ;  the  Orange  Athletic 
Club  had  scored  twelve  points  on  them.  Meantime, 
however,  they  had  been  scoring  twenty-four  points  on 
Orange.  West  Point  scored  eight  on  them  ;  but  once 
more  Yale  demonstrated  the  remarkable  scoring  ability 
of  her  team  by  running  up  twenty-eight  points.  The 
only  game  of  the  season  which  apparently  found  her 
lacking  in  this  quality  was  a  tie  game  with  Brown. 
There  was  no  Harvard  game  this  season  on  account  of 
the  bitter  feeling  engendered  by  the  match  of  1894  at 
Springfield,  the  general  recrimination  incident  to  that 

34 


530  YALE. 

match  having  brought  about  a  cessation  of  athletic  re- 
lations between  the  two  universities.  With  the  day  of 
the  Princeton  game  approaching,  it  was  hard  to  predict 
what  the  result  of  the  match  between  these  two  teams 
would  be.  Princeton  had  made  a  reputation  for  strong 
playing,  and  their  defence  was  superior  to  that  of  most 
of  the  other  teams;  besides  this  they  were,  like  Yale, 
a  strong,  offensive,  scoring  team.  The  match  was  one 
of  the  most  interesting  and  remarkable  ever  played 
between  the  two  universities,  but  the  star  playing  of 
Thorne,  the  Yale  captain,  turned  the  tables  in  Yale's 
favor  at  critical  moments,  and  Princeton  was  finally 
defeated  by  a  score  of  20  to   10. 

An  era  of  depression  seemed  to  follow  as  a  result  of 
the  tendency  to  rely  upon  brilliant  individual  effort. 
The  material  that  offered  during  the  season  of  1896 
was  unsatisfactory,  and  there  were  many  times  when 
veterans  with  injuries  were  of  necessity  called  upon  to 
play  in  the  early  practice  matches,  simply  because  there 
were  not  enough  reasonably  good  new  men  to  take 
their  places.  As  the  season  went  on,  every  one  realized 
that  the  Yale  team  was  far  from  being  up  to  its  usual 
standard.  For  all  that,  so  many  times  had  the  public 
been  surprised  by  Yale's  tremendous  power  for  finish- 
ing strongly  that,  in  the  absence  of  any  Harvard  game 
in  which  to  measure  the  calibre  of  Yale's  1896  team, 
the  general  public  believed  that  it  would  be  a  close 
match  with  Princeton.  But  Princeton  not  only  won, 
but  administered  to  Yale  the  most  severe  defeat  her 
team  had  ever  suffered  in  its  history.  It  is  true  it  did 
not  equal  the  thrashing  that  Yale  had  administered  to 
Princeton  at  Eastern  Park  when  Captain  Rhodes'  team 
defeated  the  men  from  New  Jersey  32  to  o;  but  it  made 


FOOTBALL.  531 

every  one  feel  before  the  game  was  over  how  absolutely 
powerless  the  Yale  eleven  was  before  the  mighty  on- 
slaughts of  Princeton's  interference.  The  final  score 
was  Princeton  24,  Yale  6. 

The  season  of  1897,  therefore,  opened  for  Yale  with 
visions  of  a  gigantic  undertaking.  The  relations 
with  Harvard  were  renewed,  and  a  match  was  arranged 
with  them  to  take  place  at  Cambridge.  Yale's  eleven 
of  the  previous  year  was  more  than  half  gone,  and,  from 
memories  of  the  Princeton  game  of  1896,  it  seemed 
well-nigh  impossible  to  develop  a  new  team  to  meet 
the  veteran  organization  and  wipe  out  that  score  of  24 
to  6.  But  Yale  went  at  it  manfully;  her  material  was 
most  promising,  but  the  progress  was  slow.  Game 
after  game  went  by  without  the  development  of  that 
peculiar  getting  together  so  characteristic  of  good  Yale 
teams.  Brown  nearly  tied  Yale;  West  Point  did  tie 
them,  and  in  fact  up  to  the  last  few  minutes  had  the 
game  won.  Up  to  the  game  with  the  Chicago  Athletic 
Association  no  one  could  hope  for  anything  but  defeat 
at  the  hands  of  both  Harvard  and  Princeton.  But  by 
this  time  the  needs  of  the  Yale  team  had  been  care- 
fully diagnosed,  coaches  had  been  set  at  every  weak 
position,  the  general  defence  was  carefully  laid  out, 
and  in  that  game  —  the  one  mentioned  above  with 
Chicago — 'the  team  came  up  to  something  like  its 
usual  form.  The  next  week  was  spent  in  the  most 
tremendous  effort  to  smooth  out  the  rough  places,  and 
when  the  team  went  to  Cambridge  it  was  by  no  means 
an  inferior  team,  although  it  was  green  and  erratic. 
For  the  first  few  minutes  of  the  game  the  men  seemed 
to  lose  their  heads,  but  after  that  steadied  down  and 
the  final  result  was  a  tie.     This  gave  the  team  just 


53- 


YALE. 


the  experience  necessary  to  enable  them  to  cope  with 
Princeton;  but  as  the  organization  from  New  Jersey 
was  regarded  as  one  of  the  most  remarkable  in  the 
history  of  that  university,  the  general  outsider  went  up 
to  New  Haven  expecting  to  see  Yale  annihilated.  But 
the  Princeton  team  had  passed  the  point  of  their  high- 
est development,  and,  during  the  period  intervening 
between  their  last  important  game  and  the  day  of  the 
Yale  match,  had  fallen  off  physically  very  much. 
Yale  went  in  with  dash  and  fire  that  was  almost  irre- 
sistible, and  although  Princeton  more  than  held  their 
own  for  a  time,  the  strength  of  the  Yale  team  gradu- 
ally wore  them  down,  overmatched  their  points  of 
superior  skill,  and  in  the  second  half  scored  and  won 
the  game,  6  to  o.  It  was  the  most  remarkable  triumph 
of  the  Yale  system  ever  displayed  in  her  football 
history. 

Yet  upon  the  very  heels  of  this  followed  a  season  of 
reverses.  Yale  carried  over  an  especially  strong  body 
of  men  as  candidates  for  positions  behind  the  line, 
among  them  De  Saulles,  McBride,  Dudley,  Corvvin,  and 
Benjamin,  all  of  whom  had  taken  part  in  the  final  re- 
markable work  of  1897  and  were  expected  to  furnish 
such  evidence  of  improvement  as  should  insure  Yale  the 
strongest  back-field  in  the  country  for  the  season  of 
1898.  But  the  forward  line  was  materially  weakened 
by  losses,  Cadwalader,  Rodgers,  Hall,  and  Hazen  all 
being  missed.  Most  of  all,  however,  was  felt  the  entire 
absence  of  graduate  coaches  until  at  the  very  end  of  the 
season,  when  they  hurriedly  assembled,  but  too  late  to 
be  of  service.  The  play  of  the  team  at  the  outset  was 
fair  behind  the  line,  but  lamentably  loose  in  the  for- 
ward.    In  fact,  there  was  never  a  time  when  the  backs 


FOOTBALL.  533 

could  rely  upon  any  assistance  from  the  men  before 
them,  as  the  few  good  men  were  all  the  time  obliged  to 
help  out  the  weaker  portions  of  the  line  and  had  no 
spare  strength  to  give  the  halves.  This  condition  of 
affairs  began  after  a  time  to  result  in  injury  and  over- 
training or  overworking  of  the  men  behind  the  line,  and 
before  the  season  was  half  over  the  goodly  array  of 
material  for  backs  was  fast  becoming  decimated.  To 
crown  the  troubles  of  the  team  De  Saulles,  upon  whom 
so  much  reliance  had  been  placed,  and  whose  play  in 
1897  had  been  so  precious  to  Yale  in  emergencies,  met 
with  an  incapacitating  accident  in  the  shape  of  a  sprained 
ankle,  which,  in  spite  of  time,  refused  to  strengthen,  and 
after  an  heroic  attempt  to  play  in  the  Princeton  game 
he  was  laid  up  for  the  rest  of  the  season.  Although  the 
conditions  just  previous  to  the  first  big  match  were 
reversed  from  those  of  the  last  year,  Princeton  only 
tying  West  Point  and  Yale  defeating  the  same  team,  it 
was  generally  believed  that  Yale  and  Princeton  were 
very  evenly  matched,  especially  as  Princeton  would 
have  the  advantage  of  home  grounds.  For  all  this  the 
result  was  unexpected  in  the  way  it  came  about.  Yale 
developed  unhoped-for  solidity  of  defence  and  an  ability 
to  pierce  the  Princeton  line  with  short  plunges,  so  that 
the  play  was  early  transferred  to  Princeton  territory. 
While  nearly  at  Princeton's  goal  and  apparently  mas- 
ters of  the  situation,  the  Yale  team,  through  one  of  the 
half-backs  losing  the  ball  after  making  his  distance, 
were  thrown  into  consternation  by  Poe,  the  Princeton 
end,  seizing  the  ball  and  running  entirely  unopposed  the 
length  of  the  field,  securing  a  touchdown  which  was 
easily  converted  into  a  goal.  From  that  time  on  neither 
side  scored,  although  Yale  continued  to  exhibit  individ- 


534  YALE. 

ual  weaknesses  in  catching  kicks  and  in  holding  the  ball. 
Princeton's  offensive  game  was  never  strong  enough  to 
make  an  impression  upon  the  Yale  line,  but  her  han- 
dling of  the  ball  on  punts  was  far  superior.  When  the 
game  ended  there  was  great  confusion  of  ideas  as  to 
what  the  outcome  of  the  Harvard  game  would  be. 
Outside  the  fumbling  Yale  was  accredited  with  a  de- 
cidedly better  showing  than  her  coaches  had  expected 
or  had  any  fair  reason  to  hope.  Thus  it  happened  that 
the  majority  of  her  adherents,  especially  those  who  had 
had  no  practical  experience  in  the  severe  undertaking 
of  teaching  and  perfecting  a  team  in  the  kicking  depart- 
ment, fell  into  the  error  of  believing  that  Yale  had  an 
equal  chance  with  Harvard  in  the  coming  contest. 
No  team  has  ever  yet  been  able  in  the  last  week  of  a 
season  to  develop  a  kicking  game,  or,  in  fact,  in  that 
short  space  of  time  to  add  very  materially  to  their  skill 
in  that  department  of  play.  An  eleven  that  has  no 
special  control  over  that  branch  before  mid-season  has 
never  been  able  to  effectively  master  it,  and  has  usually 
been  equally  unable  to  meet  such  play  by  the  opponents. 
The  Yale  team  of  1898  only  demonstrated  this  fact. 
There  were  times  during  the  match  with  Harvard  when 
Yale's  running  game  was  for  a  short  period  equal  to  that 
of  Harvard.  There  were  momentary  spells  of  that  stiff 
defence  exhibited  at  Princeton,  but  never  was  there  a 
time  when  Yale  approached  in  any  degree  to  Harvard's 
skill  in  the  punting  department.  Her  ends  were  not 
down  in  field  on  the  ball,  her  kicks  were  neither  long 
nor  accurate,  and  in  catching  or  running  back  of  punts 
she  was  completely  out-classed.  The  day  opened  most 
depressingly  with  a  heavy  rain,  which  continued  to  fall 
well   into   the   afternoon.     The   Freshman    match   was 


FOOTBALL.  535 

played  out  and  won  by  Harvard  in  a  perfect  sea  of  mud 
and  water.  The  crowd  were  not  in  the  least  daunted  by 
the  conditions,  however,  and  assembled  bravely  for  the 
big  match  of  the  afternoon.  The  field  had  been  well 
treated,  and  while  moist  was  by  no  means  bad.  Harvard 
quickly  took  the  lead,  and  with  the  wind  and  aided  by 
excellent  concerted  play  forced  Yale  speedily  into  the 
position  of  defenders.  Harvard's  running  game  was, 
during  the  first  fifteen  minutes,  the  best  she  has  ever 
exhibited;  and  although  later  in  the  match  Yale  im- 
proved in  meeting  that  running  she  never  stood  a  chance 
of  meeting  Harvard's  kicking  game,  and  the  only  wonder 
was  that  the  score  was  not  even  larger.  Towards  the 
end  traditional  dogged  pluck  on  the  part  of  the  wearers 
of  the  blue  enabled  her  team  to  carry  the  ball  down 
within  trying  distance  for'  a  field  goal,  but  this  was 
missed,  and  Yale's  last  hope  of  scoring  disappeared. 
Yale  exhibited  at  times  considerable  ability  in  united 
team  action  in  the  short  runs,  but  there  was  a  lamentable 
lack  of  individual  skill  in  catching,  kicking,  and  covering 
kicks.  Harvard  was  phenomenally  strong  in  each  one 
of  these  particulars. 

The  result  was  so  manifestly  a  logical  one  as  to  leave 
no  ground  for  cavil,  and  in  fact  the  congratulations 
extended  to  Harvard  came  from  no  sincerer  source 
than  from  the  Yale  players  themselves  and  the  Yale 
body  in  general. 


536 


YALE. 


Football  Championships. 


Year. 

Contestants. 

Winner. 

Remarks. 

1876 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Yale. 

Yale  not  in   Association,   but   defeated 
every  member  of  it. 

1S77 

Yale. 
Princeton. 

Not  awarded. 

Yale  not  in  Association.    Yale  made  two 
touchdowns    to    Princeton's   nothing ; 
this,  by  the  rules,  a  draw  game. 

187S 

Yale. 

Princeton. 

Harvard. 

Princeton. 

Yale  defeated  Harvard  this  year  by  one 
goal  to  nothing. 

1879 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Not  awarded. 

Yale's  game  with   Princeton   and  Har- 
vard, by  the  rules,  draw  games. 
Princeton  5  safeties,  Yale  2. 
Harvard  4  safeties,  Yale  2. 

1880 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Not  awarded. 

Yale  defeated  Harvard  by  one  goal  and 
one  touchdown  to  uothmg.   Draw  game 
with  Princeton. 

1881 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Yale. 

Yale  defeated  Harvard  by  no  safeties  to 
four  and  tied  Princeton,  neither  scor- 
ing, except  Princeton  made  touchdown 
in  goals. 

1882 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Yale. 

Yale   defeated   Harvard  by  a  goal  and 
three    touchdowns    to    nothing ;    and 
Princeton  by  two  goals  to  one. 
Harvard  defeated  Princeton. 

1883 

Yale. 
Princeton. 
Harvard. 
Columbia. 

Yale. 

Yale  rush  line  averaged  185  lbs. 

1884 

Yale. 
Princeton. 
Harvard. 
Wesleyan. 

Not  awarded. 

Harvard  beaten   by  four    colleges    this 
year.     Yale  defeated  Princeton  6-4  in 
an  unfinished  game. 

188s 

Yale. 
Princeton. 
Wesleyan. 
Univ.  of  Penn. 

Princeton. 

Harvard  kept    out    of    football   by  her 
Faculty. 
Princeton  defeated  Yale  6  to  5. 

1886 

Yale. 

Princeton. 
Harvard. 
Wesleyan. 
Univ.  of  Penn. 

Not  awarded. 

Yale   defeated   Princeton  4-0  in  an  un- 
finished game. 
Princeton  12,  Harvard  0. 

1887 

Yale. 

Princeton. 
Harvard. 
Univ.  of  Penn. 
Wesleyan. 

Yale. 

Harvard     defeated      Princeton,      12-0. 
Audience    of    about    20,000  at  Yale- 
Harvard  game. 

1888 

Yale. 
Harvard. 
Princeton. 
Univ.  of  Penn. 
Wesleyan. 

Yale. 

Yale  played  thirteen  games  and  ended 
the  season  without  being  scored  against, 
and  havinc;  made  6go  points. 
Harvard  forfeited  to  Yale. 

FOOTBALL. 


537 


Year. 

Contestants. 

Winner. 

Remarks. 

1S89 

Yale. 

Princeton. 

Harvard  witlidrew  from  the  Association 

Harvard. 

after  being  defeated  by  Princeton  by  a 

Princeton. 

score  o£  41-15. 

Univ.  of  Penn. 

Wesleyan. 

1890 

Yale. 

Harvard. 

Harvard  defeated  Yale  on  Nov.  22  by  a 

Princeton. 

score  of  12  to  6,  but  not  being  a  member 

Univ.  of  Penn. 

of  the  Intercollegiate  Association,  the 

Wesleyan. 

championship  went  to  Yale,  who  had 
scored  168-0  in  the  three  championship 
games. 

1891 

Yale. 

Yale. 

Yale  also  defeated  Harvard  by  a  score  of 

Princeton. 

10  to  0. 

Univ.  of  Penn. 

Wesleyan. 

1892 

Yale. 
Princeton. 
Univ.  of  Penn. 
Wesleyan. 

Yale. 

Yale  also  defeated  Harvard  6  to  0. 

1S93 

Yale. 

Princeton. 

Wesleyan   withdrew    from    the     league 

Princeton. 

after  her  first  game,  which  was  with 

Univ.  of  Penn. 

Princeton. 

Wesleyan. 

1894 

Yale. 

Harvard. 

Princeton. 

Yale. 

1S95 

Yale. 

Princeton. 

Yale. 

i8g6 

Yale. 

Princeton. 

In   these   years   Pennsylvania   met  and 

Princeton. 

-  defeated  Harvard,  but  had  no  games 
with  Yale  or  Princeton. 

1897 

Yale. 

Harvard. 

Princeton. 

Yale. 

1S9S 

Yale. 

Harvard. 

Princeton  defeated  Yale  and    Harvard 

Harvard. 

defeated  Yale  and  Pennsylvania. 

Princeton. 

53?  YALE. 

Freshmen  Intercollegiate  Football  Record. 


Date. 


1S76. 
Dec.  2. 

1S77. 
Nov.  17. 

Dec.  II. 

1879. 
Nov.  22. 

Nov.  29. 

18S0. 
Nov.  17. 

1881. 
Nov.  12. 


Nov.  II. 
Dec.  2. 

18S3. 
Nov.  29. 

1884. 
Oct.  22. 

Nov.  5. 

1886. 
Nov.  27. 

1887. 
Nov.  26. 

1888. 
Dec.  I. 

1889 
Dec.  I. 

1890. 
Nov.  29. 

1 891. 
Nov.  28. 

1892. 
Nov.  26. 

1S93. 
Dec.  4. 

1894. 
Dec.  I. 

1895. 
Nov.  27. 

i8g6. 
Nov.  25. 

Nov.  13. 
Nov.  20. 

1898. 
Nov.  19. 


Place. 


Boston. 

New  Haven. 

Boston. 

New  Haven. 

Cambridge. 

Springfield. 

Springfield. 

Middletown. 

Cambridge. 

Cambridge. 

Hartford. 

New  Haven. 

Cambridge. 

New  Haven. 

Cambridge. 

New  Haven. 

Cambridge. 

New  Haven. 

Cambridge. 

New  Haven. 

Cambridge. 

New  Haven. 

Princeton. 

New  Haven. 

Cambridge. 

New  Haven. 


Contestants, 


Yale 'So. 
Harvard  'So 
Yale  '81. 
Harvard  '81 
Yale  '81. 
Harvard  '81 

Yale  '83. 
Harvard  'S3 
Yale  '83. 
Harvard  '83 
Yale  '84. 
Harvard  '84 
Yale  '85. 
Amherst  '85. 

Yale  '86. 
Wesleyan  '85 

Yale  '86. 
Harvard  '86 

Yale  '87. 
Harvard  '87 
Yale  'SS. 
Amherst  '88. 
Yale  '88. 
Wesleyan  '8: 

Yale  '90. 
Harvard  '90. 

Yale  'gi. 
Harvard  '91 
Yale  '92. 
Harvard  '92 
Yale  '93. 
Harvard  '93 

Yale  '94. 
Harvard  '- 
Yale  '95. 
Harvard  ' 


94 


95 


Yale  '96. 
Harvard  ' 
Yale  '97. 
Harvard 


■96. 


97 


'98 


Yale  'v--- 
Harvard 
Yale  '99. 
Princeton  '99. 

Yale  igoo. 
Princeton  igoo. 
Yale  igoi. 
Princeton  igoi. 
Yale  igoi. 
Harvard  igoi. 

Yale  1902. 
Harvard  igo2. 


Harvard  '80. 
Harvard  '81. 
Harvard  '81. 
Yale  'S3. 
Yale  '83. 
Yale  '84. 
Yale  '85. 
Wesleyan  '85. 
Tie  game. 
Tie  game. 
Yale  '88. 
Yale  '88. 
Harvard  '90. 
Harvard  '91. 
Harvard  '92. 
Harvard  'g3. 
Harvard  'g4. 
Yale  '95. 
Tie  game. 
Yale  '97. 
Harvard  '98. 
Yale  '99. 
Princeton  1900. 
Yale  1901. 
Harvard  1901, 
Harvard. 


Score. 


3  goals  to  o. 
I  goal  to  o. 

1  touchdown  to  o. 

2  touchdowns  to  o. 

I  goal,  3  touchdowns 
to  o. 

3  goals,  I  touchdown 
to  o. 

Amherst  4  safeties. 
I  touchdown  to  o. 

6-6 

5-S 
58-0 

8-2 
22-4 

6-2 
3&-4 
3S-I2 
14-4 
24-0 

6-6 
30-4 
12-6 
16-6 
14-4 

lO-O 

34-0 

6-0 


FOOTBALL. 

Yale  University  Football  Games. 


539 


Date. 


Teams. 


1S72. 
Nov.  10. 

1873- 
Oct.   25. 

1874. 
Nov.  18. 

"     21. 
Dec.     5. 

1875. 
Nov.    6. 
Nov.  13. 
Nov.  16. 
Dec.     4. 

1876.* 
Nov.  18. 
Nov.  30. 
Dec.     9. 

1877.* 
Nov.    3. 

"     21. 

«  24. 
Dec.     8. 

1878. 
Nov.    2. 

"      9- 

"     13- 

"     23. 


Yale  f  J.  Columbia (twenties) 

"     vs.  Rutgers " 

"     vs.  Princeton " 

"     vs.  Rutgers " 

"     vs.  Columbia " 

"vs.         "          " 

"     vs.  Rutgers " 

"     vs.  Harvard (fifteens) 

"      vs.  Wesleyan (twenties) 

"     vs.  Columbia " 

"     vs.  Harvard (elevens) 

"     vs.  Princeton " 

"     vs.  Columbia " 

"     vs.  Tufts " 

"      vs.  Trinity " 

"  vs.  Stevens  Institute   ....  " 

"     vs.  Princeton (fifteens) 

"     vs.  Amherst " 

"      vs.  Trinity " 

"     vs.       "             " 

"     vs.  Harvard " 

"     vs.  Princeton " 


3-1 
0-3 

6-0 

5-1 
6-1 

4-1 
0-4 
6hd 
2-3 

I-O 

2-0 
2-0 

1-0 

7-0 

13-0 
Draw. 

2-0 
2-0 

3-0 
i-o 
o-i 


5-1 

4-0 

II-O 

17-0 
(•2^) 


Date. 


1879- 

Nov. 


8. 
IS- 


Teams. 


Yale  vs.  Univ.  of  Pennsylvania  . 

"      vs.  Harvard 

"      vs.  Rutgers 

"     vs.  Columbia 

"     vs.  Princeton 


(fifteens) 


3-0 

5-0 
2-0 


5-0 

3-0 
3-0 


2-4 

2-S 


*  In  these  years  only  goals  counted. 


540 


YALE. 


Date. 


Nov 

lO. 

" 

13 

« 

17- 

20. 

1 88 

25 
I. 

Oct. 

Nov. 

29. 

2. 

" 

5- 

" 

12. 

" 

16. 

« 

i88 

24. 

Oct. 

7 

" 

21 

" 

28. 

Nov. 

4- 

" 

8 

« 

18. 

" 

25. 

^* 

30- 

Teams. 


Yale  vs.  Columbia    .... 

"      vs.  Brown 

"     vs.  Univ.  of  Pennsylvania 

"     vs.  Harvard 

"     vs.  Princeton     .... 


(elevens) 


Amherst .... 
Univ.  of  Michigan 
Amherst .... 
Harvard  .  .  .  - 
Columbia  .  .  . 
Princeton     .     ,     . 


Wesleyan    .    .     .    . 

Rutgers 

Rutgers 

Inst,  of  Technology 
Amherst .     .     .     .     . 
Columbia     ... 
Harvard  .     .     .     .     , 
Princeton     .     .    .    , 


1 

it 

13-0 

8-0 

8-0 

5-0 

I-O 

I-O 

I-O 

2-0 

4-0 

2-0 

4-0 

8-0 

1-0 

9-0 

9-0 

.3-<3 

6-0 

i-i 

2-0 

9-0 

I-O 

II-O 

S-o 

1-0 

3^ 

2-1 

2-9 
5-" 


0-4 


0-3 


0-2 
i-i 


Date. 

Teams. 

S 

e 

0 

ii 

si 

OH 

a 

1 
•a 

•g 

9 
0 
H 

w 
W 

c 

"0 

1883. 
Sept.  26. 

"     29. 
Oct.     7. 
Nov.    6. 

"     17. 

"     21. 

"     24. 

"     29. 
1884. 
Oct.      I. 

"     II. 

"     18. 

"     22 

Yale  vs.  Wesleyan     .... 
"     vs.           "            .... 
"     vs.  Stevens  Institute  .    . 

"      vs.  Rutgers 

"      vs.  Columbia      .... 
"      vs.  Univ.  of  Michigan     . 
"      vs.  Princeton      .... 
"      vs.  Harvard 

"     vs.  Wesleyan     .... 
"     vs.  Stevens  Institute  .     . 
"     vs.  Wesleyan     .... 
"     vs.  Rutgers 

3-0 
4-0 

I-O 

4-0 

2-0 
2-0 

3-0 
2-0 

5-0 

6-0 
1 0-0 

5^ 
9-0 

I  I-O 

8-0 

I-O 

2-0 

I-O 

12-0 

3-0 

I  I-I 

14-0 

5-0 

3-0 
3-0 
5^ 
6-0 
2-0 
2-0 

O-I 

2-0 
3-0 
5-0 
2-1 
4-0 
3-0 

^3 
0-4 

0-3 
0-7 
0-3 
0-2 

O-I 

O-I 
O-I 

O-I 

0-4 
0-2 

60-0 
90-0 

48-0 
98-0 

93-0 
64-0 

23-2 
31-0 

96-0 
63-0 

76-10 

1 13-0 

46hd 

"     25. 
Nov.    5. 

"      vs.  Dartmouth  .... 
"     vs.  Wesleyan     .... 

I-O 

FOOTBALL. 


541 


Date. 


Teams. 


Nov.  22. 

"      28. 

1885. 
Oct.    10. 

"     14- 
"     28. 

"     31- 

Nov.  14. 
"  21. 
"     25- 


Oct. 


"     23. 

"     30- 
Nov.  13. 

"     20. 

"     25. 

18S7. 
Oct.      6. 

"     15- 

«     22. 

"     29. 
Nov.    5. 

"     12. 

"     19. 

"     24. 

1888. 
Sept.  30. 
Oct.      6. 

"  13- 
"  16. 
"     19. 


Nov. 


24. 

27. 

3- 

"       6. 
"     10. 

"     17- 
"     24. 
1889. 
Sept.  28. 


Yale  vs.  Harvard  . 
"      vs.  Princeton 


vs.  Stevens  Institute  .  . 
vs.  Wesleyan  .... 
vs.  "  .... 

vs.  Inst,  of  Technology  . 
vs.  Univ.  of  Pennsylvania 
vs.  Princeton  .... 
vs.  Wesleyan     .... 

vs.  Wesleyan     .... 


vs.  Inst,  of  Technology  . 
vs.  Stevens  Institute  .     . 

vs.  Williams 

vs.  Wesleyan     .... 
vs.  Univ.  of  Pennsylvania 

vs.  Harvard 

vs.  Princeton      .... 


vs.  Wesleyan  .... 
vs.         "  .... 

vs.  Williams 

vs.  Univ.  of  Pennsylvania 

7JS.  Rutgers 

vs.  Wesleyan  .... 
vs.  Princeton  .... 
vs.  Harvard 


Wesleyan     .... 

Rutgers 

Univ.  of  Pennsylvania 
Wesleyan      .... 

Amherst 

Williams 

Inst,  of  Technology  . 
Stevens  Institute  .  . 
Univ.  of  Pennsylvania 
Crescent  A.  C.      .     . 

Amherst 

Wesleyan  .... 
Princeton      .... 


vs.  Wesleyan 


3-0 


5-0 
3-0 
3-1 
i-o 

3-0 

I-O 


1-0 
1-0 


«   3 

o  o 
OH 


6k3 
1-0 

4-0 
1-0 

4-0 
4-0 

1-0 

O-I 

7-0 
8-0 

9-0 
13-0 

5-0 

8-0 
22-0 

7-0 
4-0 


3-0 

9-0 

6-0 

12-0 

1 0-0 

2-0 

2-1 


4-0 
o-i 

4-0 

3-0 
4-0 
2-0 
7-0 

i-o 

2-0 
3-0 
3-0 
6^ 
i-o 
7-0 

O-I 

I-o 

4-0 
3-0 

S-o 
3-0 

3-1 


6-0 
5-0 
5-0 
3-0 
4-0 
6-0 
9-0 
6-0 


6-0 

4-0 
4-0 
I-o 
8-0 
2-0 
S-o 


I-o 
2-0 


8-0 

II-O 


5^ 
8-0 


0-3 
0-2 
0-2 


O-I 

^3 

O-I 

0-2 


0-2 
0-2 

O-I 
O-I 
O-I 

I-o 


O-I 
O-I 


O-I 
O-I 


4-0   3-0 


52-0 

6-4 

55-0 
18-0 
71-0 
51^ 
53-5 
5-6 
61-0 

75-0 
62-0 
96-0 

54-0 

76-0 

136-0 

75-0 

29-4 

4-0 

38-0 
106-0 
74-0 
50-0 
74-0 
74-4 
12-0 
17-8 

76-0 
65-0 

34-0 
46-0 

39-0 
-^o-o 
6S-0 
69-0 
5S-0 
2S-0 
70-0 
105-0 

lO-O 

38-0 


542 


YALE. 


Date. 


Oct.  9 

"  12 

"  1 6 

"  19 

"  24, 

"  26. 

"  30 

"  31 

Nov.  5, 

"  9 

"  12 

"  13 

"  16 

"  23 

"  28 
1890. 

Oct.  I 

"  4 

"  8 

"  II 

"  15 

"  18 


Nov. 


4 
8 

IS 
22 

"  27 
I89I. 

Sept.  30 
Oct.   3 

« 

7 

ID 

Nov. 

14 
24 

31 

3 

" 

7 
II 

" 

M 

26, 


Teams. 


Yale  z'J'.  Wesleyan      .... 

"     vs.  Williams 

"  vs.  Cornell          .... 

"     vs.  Amherst 

"      vs.  Trinity 

"  vs.  Columbia      .... 

"  vs.  Univ.  of  Pennsylvania 

"  vs.  Stevens  Institute  .     . 

"  vs.  Crescent  A.  C. .     .     . 

"      vs.  Cornell 


Amherst  . 
Williams  . 
Wesleyan 
Harvard  . 
Princeton 


vs.  Wesleyan  .... 
vs.  Crescent  A.  C.  .  .  . 
vs.  Wesleyan      .... 

vs.  Lehigh 

7/s.  Trinity 

vs.  Orange  A.  C.  -  .  . 
vs.  Williams  .  .     .     • 

vs.  Amherst 

vs.  Wesleyan  .... 
vs.  Crescent  A.  C. .     .     . 

vs.  Rutgers 

vs.  Univ.  of  Pennsylvania 

vs.  Harvard 

z's.  Princeton      .... 


Wesleyan      .... 
Crescent  A.  C.      .     . 

Trinity 

Williams 

Stagg's  Team    .     .     . 
Orange  A.  C.    .     .     . 

Lehigh 

Crescent  A.  C. .     .     . 
Wesleyan      .... 

Amherst 

Univ.  of  Pennsylvania 

Harvard 

Princeton      .... 


3-0 
6-1 

5-0 
(^o 

7-0 
o-i 

5-0 
2-0 
9-0 
4-0 
9-0 
6-0 

I-O 
0-1 


3-1 
2-0 

3-0 

4-0 

I-O 

4-0 

I-O 

5-0 

8-0 
7-0 
4-0 
1-2 
4-0 

2-0 

3-0 
4-0 
7-0 

3-0 
2-0 

3-0 
9-0 
8-0 

I-O 

6-0 

I-O 

1-0 


2-0 

4-0 

^o 

3-0 
7-0 

5-0 
5-1 

I-O 

4-0 
2-0 
4-0 
4-0 

O-I 


5-0 

2-0 

4-0 

2-0 

3-0 

I-O 
I  I-O 
I-O 

7-0 

9-0 
2-0 

4-0 

2-0 

3-0 

I-O 

2-0 

6-0 
5-0 
4-0 
7-0 
4-0 
3-0 

I-O 

2-0 


O-I 
O-I 


O-I 
O-I 


O-I 
O-I 


50-6 

3&-3 
60-6 
42-0 
64-0 
62-0 
22-10 
30-0 
iS-o 
70-0 
32-0 
70-0 
52-0 
6-0 

O-IO 

8-0 
18-6 
34-0 
26-0 
40-0 
16-0 
36-0 
12-0 
76-0 
52-0 
70-0 
60-0 
6-12 
32-0 

28-0 
26-0 
36-0 
46-0 
28-0 
36-0 
38-0 
70-0 
76-0 
27-0 
48-0 
1 0-0 
19-0 


FOOTBALL. 


543 


octr 

<( 

8. 

" 

12. 

" 

IS- 

" 

19- 

" 

22. 

" 

26. 

" 

29. 

Nov. 

s- 

<> 

8. 

" 

12. 

" 

19. 

" 

24. 

1893.      1 

Oct. 

4- 

" 

7- 

" 

14. 

« 

18. 

" 

21. 

" 

2S- 

" 

28. 

Nov. 

7- 

" 

II. 

" 

25- 

" 

,10. 

1894.      1 

Sept 

^o. 

Oct. 

.1- 

" 

7- 

(( 

10. 

" 

IS- 

" 

17- 

" 

20. 

" 

24. 

" 

28. 

Nov. 

3- 

" 

7- 

" 

10. 

" 

14. 

24. 

Dec. 

I. 

1895.      1 

Sept 

28. 

Oct. 

2. 

S- 

Yale  vs.  Wesleyan 

"  vs.  Crescent  A.  C 

"  vs.  Williams .     . 

"  vs.  Manhattan  A. 

"  vs.  Amherst  .     . 

"  vs.  Orange  A.  C. 

"  c/j'.  Springfield  Y.  M.  C.  A 

"  vs.  Tufts    .     . 

"  7's.  Wesleyan 

"  vs.  New  York  A.  C. 

"  vs.  Univ.  of  Pennsylvania 

"  vs.  Harvard   .     . 

"  vs.  Princeton 


vs.  Brown.     .     . 
vs.  Crescent  A.  C 
vs.  Dartmouth   . 
vs.  Amherst  . 
vs.  Orange  A.  C. 
vs.  Williams .     . 
vs.  West  Point  . 
vs.  New  York  A.  C. 
vs.  Univ.  of  Pennsyl 
vs.  Harvard  . 
vs.  Princeton 


vs.  Trinity 
vs.  Brown .     . 
vs.  Crescent  A.  C. 
vs.  Williams  .     . 
vs.  Lehigh 
vs.  Dartmouth   . 
vs.  Orange  A.  C. 
vs.  Boston  A.  A. 
vs.  West  Point  . 
vs.  Brown      .     . 
vs.  Tufts    .     .     . 
vs.  Lehigh      .     . 
vs.  Chicago  A.  C. 
vs.  Harvard  .     . 
vs.  Princeton 


vs.  Trinity 
z's.  Brown 
vs.  Union  . 


E  g 


i-o 

O-I 


1-0 

2-0 


1-0 

4-0 
3-0 
3-0 

2-0 

7-0 

S-<5 

4-0 
10-0 
4-0 
4-0 

I-O 

2-0 
1-0 


4-0 
7-0 
7-0 
13-0 
4-0 

i-i 

i-o 

O-I 

3^ 
4-0 
i-o 

I-O 

3-0 

4-0 

3-0 
2-0 
2-0 
7-0 
7-0 
6-0 
2-0 
4-0 


3-0 


I-o 

3-0 
I-o 

3-0 
4-0 
5-0 

5-0 
3-0 

6-0 
I-o 


I-o 
I-o 
2-0 
I-o 
I-o 

3^ 
2-0 


I-o 
I-o 

3-1 
I-o 
I-o 


5-0 

2-0 


2-0 
I-o 
2-0 


6-0 
28-0 
32-0 

22-0 
29-0 

58-0 

50-0 

44-0 

72-0 

48-0 

28-0 

6-0 

12-0 

iS-o 
16-0 

28h3 
46-0 
50-0 
82-0 
2S-O 
42-0 
14-6 
6-0 
0-6 

42-0 
2S-O 
lO-O 

23-4 
34-0 
34-0 
24-0 
23-0 

I --5 
12-0 
67-0 
50-0 
3S-0 
12-4 
24-0 

8-0 

4-0 

26-0 


544 


YALE. 


Date. 


Teams. 


Oct. 

9- 

« 

12. 

" 

16. 

" 

19. 

'^ 

2.1- 

26. 

" 

,30. 

Nov. 

2. 

" 

6. 

(( 

9- 

(1 

16. 

" 

2,3- 

1896.   1 

Sept 

26. 

" 

,30. 

Oct. 

7- 

" 

10. 

" 

14. 

'^ 

17- 

" 

21. 

" 

24. 

" 

28. 

« 

31- 

Nov. 

3- 

<( 

7- 

« 

14. 

" 

21. 

1897.   1 

Sept 

29. 

Oct. 

2. 

<( 

6. 

" 

9- 

16. 

" 

20. 

" 

2-^. 

« 

30. 

Nov 

6. 

" 

13- 

20. 

Yale  vs.  Amherst  .     . 

"  vs.  Crescent  A.  C. 

"  vs.  Dartmouth    . 

"  z's.  Orange  A.  C. 

"  vs.  Williams .     . 

"  vs.  Boston  A.  A. 

"  vs.  Dartmouth   . 

"  vs.  West  Point  . 

"  vs.  Carlisle  School 

"  vs.  Brown       .     . 

"  vs.  Orange  A.  C. 

"  vs.  Princeton 

"  vs.  Trinity      .     . 

"  vs.  Amherst  .     . 

"  vs.  Brown       .     . 

"  vs.  Orange  A.  C. 

"  vs.  Williams .     . 

"  vs.  Dartmouth   . 

"  vs.  Wesleyan 

"  vs.  Carlisle  School 

"  vs.  Elizabeth  A.  C 

"  vs.  West  Point  . 

"  vs.  Boston  A.  A. 

"  vs.  Brown .     .     . 

"  Z'S.  New  Jersey  A.  C. 

"  vs.  Princeton 

"  vs.  Trinity      .     . 

"  vs.  Wesleyan 

"  vs.  Amherst  .     . 

"  vs.  Williams .     . 

"  vs.  Newton  A.  C 

"  vs.  Brown       .     . 

"  vs.  Carlisle  School 

"  vs.  West  Point  . 

"  vs.  Chicago  A.  C 

"  vs.  Harvard  .     . 

"  vs.  Princeton 


4-0 

3-0 
2-2 

7-0 

2-0 
3-0 
3-0 
i-i 
2-0 
2-1 


2-0 
3-0 

3-0 
5-0 
2-0 
2-1 
2-1 
i-o 

I-O 

I-I 

2-0 

1-2 
1-0 

5-0 
3-0 
4-0 
i-o 


3-0 
2-0 
2-0 
3-0 
3-0 

5-0 
2-2 


3-0 


I-O 

3-0 

1-0 


2-0 

1-0 

3-0 

1-0 

0-3 

1-0 


2-0 
I-O 

0-2 

O-I 


FOOTBALL. 


S4S 


Date. 

Teams. 

0 

ij 

li 

OH 

c 

1 

3 
0 
H 

'Si 

c 
'0 

(1, 

1898. 
Sept.  24. 
Oct.       I. 

Va 

le  7's.  Trinity 

3-0 

3-1 

I-O 

6-0 
4-0 

I-O 

4-1 

3-0 
2-0 

I-O 
O-I 

0-3 

18-0 

34-0 

23^0 

6-0 

22-6 

"        5- 
8. 

"      15- 
"      19. 
"      22. 
"      29. 
Nov.     5. 
"      12. 
"      19- 

'     vs.  Amherst 

'     vs.  Williams       .... 
'     vs.  Newton  A.  C.  .     .     . 
'     vs.  Brown 

4-0 
3-0 

I-O 
2-1 

'     vs.  Carlisle  School      .     . 

O-I 

3^ 

18-S 
1 0-0 

'     vs.  Chicago  A.  C.  .     .     . 
'     vs.  Princeton      .... 
'     vs.  Harvard 

I-O 

O-I 

0-2 

lO-O 

c-6 
C-17 

zs 


546  YALE. 

Yale  University  Football  Men. 
1872. 

W.  F.  McCook,  C.  S.  Hemingway,  E.  S.  Miller,  S.  L.  Boyce,  L.  W. 
Irwin,  J.  P.  Peters,  H.  A.  Strong,  '73;  W.  S.  Halstead,  R.  H.  Piatt,  P.  A. 
Porter,  R.  W.  Kelly,  J.  L.  Scudder,  J.  A.  R.  Dunning,  H.  Scudder, 
H.  D,  Bristol,  T.  T.  Sherman,  '74 ;  H.  A.  Oaks,  C.  H.  Avery,  W.  H. 
Hotchkiss,  '75;  R.  D.  A.  Parrott,  '74  S. ;  (D.  S.  Schaff, '73,  ^<r//«^ 
Captain). 

1873. 
C.  Deming,  '72  ;  J.  P.  Peters,  '73 ;  W.  S.  Halstead  [CapL),  H.  D.  Bris- 
tol, J.  L.  Scudder,  T.  T.  Sherman,  G.  M.  Gunn,  C.  D.  Waterman,  E.  D. 
Robbins,  W.  E.  D.  Stokes,  L.  Melick,  W.  O.  Henderson,  C.  E.  Hum- 
phrey, G.  V.  Bushnell,  J.  A.  R.  Dunning,  P.  A.  Porter,  '74;  W.  H. 
Hotchkiss,  F.  L.  Grinnell,  H.  J.  McBirney,  '75;  E.  V.  Baker,  '77. 

1874. 

C.  Deming,  '72;  J.  P.  Peters,  '73;  H.  D.  Bristol,  '74;  H.  J.  McBirney 
{Capt.),  C.  H.  Avery,  C.  W.  Cochran,  W.  S.  Fulton,  F.  L.  Grinnell, 
C.  Maxwell,  F.  T.  McClintock,  '75;  W.  Arnold,  A.  H.  Ely,  M.  H. 
Phelps,  D.  Trumbull,  F.  W.  Vaille,  W.  J.  Wakeman,  F.  N.  Wright,  '76; 
E.  V.  Baker,  '77 ;  W.  L.  R.  Wurts,  '78 ;  W.  C.  Hall,  '75  S. 

1875- 
J.  P.  Peters,  '73;  W.  Arnold  {Capt.),  W.  J.  Wakeman,  D.  Trumbull, 
C.  Johnston,  F.  N.  Wright,  M.  H.  Phelps,  F.  W.  Vaille,  '76 ;  E.  V.  Ba- 
ker, G.  T.  Elliott,  '77;  W.  L.  R.  Wurts,  E.  W.  Smith,  '78;  O.  D. 
Thompson,  G.  D.  Munson,  '79;  D.  R.  Alden,  '76  S. ;  (E.  D.  Robbins, 
G.  V.  Bushnell,  '74 ;  B.  B.  Seeley,  '76 ;  F.  W.  Davis,  '77  ;  T.  E.  Roch- 
fort,  '79,  on  the  twenty,  not  ofi  the pif teen) . 

1876. 

Forwards.  — G.  H.  Clark,  '80;  W.  H.  Taylor, '78 ;  C.  C.  Camp, '77  ; 
W.  V.  Downer,  '78  ;  N.  U.  Walker,  '77.  Halfbacks.  —  W.  C.  Camp,  '80; 
W.  D.  Hatch, '79;  O.  D.  Thompson,  '79.  Backs.— \N.  L.  R.  Wurts, 
'78 ;  W.  T.  Bigelow,  '77 ;  E.  V.  Baker,  '77  (Capt.). 

1877. 

Forwards.  —  W.  V.  Downer,  '78  ;  B.  B.  Lamb,  '81  ;  J.  S.  Harding,  '80 ; 
W.  L.  R.  Wurts,  '78.  Halfbacks.  —  W.  C.  Camp,  '80 ;  G.  H.  Clark,  '80 ; 
O.  D.  Thompson,  '79;  F.  W.  Brown,  '78  S.  Backs.  —  W.  J.  Wakeman, 
M.  S. ;  D.  Trumbull,  L.  S. ;  E.  V.  Baker,  '77  (Capt.). 


FOOTBALL.  547 

1878. 
Forwards.  —  ^.  V.  Farwell,  '79;  L.  K.  Hull,  '82;  H.  I^res,  '81;  J.  S. 
Harding,  '80;  B.  B.  Lamb,  '81  ;  J.  Moorhead,  '79  S. ;  F.  M.  Eaton.  '82. 
Halfbacks.  —  F.  W.  Brown,  P.  G. ;  W.  A.  Peters,  '80 ;  O.  D.  Thompson, 
'79;  R.  W.  Watson,  '81  S. ;  W.  C.  Camp,  '80  {Capt.).  Backs.  — y^.  J. 
Wakeman,  M.  S. ;  W.  K.  Nixon,  '81  ;  W.  I.  Badger,  '82. 

1879. 
Forwards.  —  F.  M.  Eaton,  '82  ;  J.  S.  Harding,  '80  ;  L.  K.  Hull,  '82  ; 
B.  B.  Lamb,  '81  ;  H.  H.  Knapp,  '82  ;  J.  Moorhead,  '79  S. ;  F.  Reming- 
ton. C.  S.  Beck,  '83.  Halfbacks.  —  W.  I.  Badger,  '82  ;  W.  C.  Camp,  '80 
(Capt.);  G.  H.  Clark,  '80;  W.  A.  Peters,  '80;  R.  W.  Watson,  '81  S. 
Backs.  —  W.  K.  Nixon,  '81 ;  C.  W.  Lyman,  '82. 

1880. 
Rushers.  —  P.  C.  Fuller,  '81 ;  C.  S.  Beck,  '83 ;  L.  K.  Hull,  '83 ;  J.  S. 
Harding,  '80;    B.  B.  Lamb,  '81;    C.  B.  Stprrs, '82 ;    F.  M.  Eaton, '82. 
Quarterback.  —  W.  I.  Badger,  '82.     Halfbacks.  —  R.  W.  Watson,  '81   S. 
(Capi.) ;   W.  C.  Camp,  '80.     Back.  —  B.  W.  Bacon,  'Si. 

1881. 
Rus/iers.  —  n.  H.  Knapp, '82 ;  R.  Tompkins,  '84;    L.  K.   Hull, '83  ; 

B.  B.  Lamb,  'Si  ;  C.  B.  Storrs,  F.  M.  Eaton,  '82  (Cap/.) ;  C.  S.  Beck,  '83. 
Quarterback.  -^  W.  I.  Badger,  '82.  Halfbacks.  —  E.  L.  Richards,  Jr.,  '85; 
W.  Terry,  '85.     Back.  —  B.  W.  Bacon,  T.  S. 

1882. 
Buskers.—  L.  K.   Hull,  '83;  H.  H.  Knapp,  L.  S. ;  R.  Tompkins,  '84 
(Capi.);  A.  L.  Farwell, '84  ;    F.  G.  Peters,  '86;    W.  H.  Hyndman,  '84; 

C.  S.  Beck,  '83.  Q7tarlerback.  —  H.  B.  Twombly,  '84.  Halfbacks.— 
E.  L.  Richards,  Jr.,  '85  ;  W.  Terry,  '85.     Back.  —  B.  W.  Bacon,  T.  S. 

1883. 
Buskers.  —  R.  Tompkins,  '84  (Capi.) ;  L.  K.  Hull,  L.  S. ;  W.  H.  Hynd- 
man, '84 ;  S.  R.  Bertron,  '85 ;  F.  G.  Peters,  '86 ;   H.   H.  Knapp,  L.  S. ; 
A.  L.  Farwell,  '84.     Quarterback.  —  II.  B.  Twombly,  '84.     Halfbacks.  — 

E.  L.  Richards,  Jr.,  '85  ;  W.  Terry,  '85.     Back.  —  B.  W.  Bacon,  T.  S. 

1884. 
Rushers.  —  W.  N.  Goodwin,  '88  ;  L.  F.  Robinson,  '85;  A.  B.  Co.xe,  '87  ; 

F.  G.  Peters,  '86 ;  H.  R.  Flanders,  '85 ;  S.  R.  Bertron,  '85  ;  F.  W.  Wal- 
lace, '88.  Quarterback.  —  T.  L.  Bayne,  '87.  Halfbacks.  —  E.  L.  Richards. 
Jr.,  '85  [Capt.) ;  W.  Terry,  '85.     Back.  —  M.  H.  Marlin,  '86  S. 


54^  YALE. 

1885. 
Rushers.  —  F.  W.  Wallace,  '88  ;  G.  R.  Carter,  '88  S. ;  A.  C.  Lux,  '88  ; 
F.  G.  Peters,  '86  ^Capt.)  ;  G.  W.  Woodruff,  '89;  H.  L.  Hamlin,  '87  S. ; 
R.  N.  Corwin,  '87.     Quarterback.  —  H.  Beecher,  '88.    Halfbacks.  —  G.  A. 
Watkinson,  '89;  W.  T.  Bull,  '88  S.     Back.  —  E.  L.  Burke,  '87. 

1886. 

Rushers.  — v..  N.  Corwin,  '87  {Capt.);  G.  R.  Carter,  '88  S. ;  G.  W. 
Woodruff,  '89  ;  W.  H.  Corbin,  '89;  T.  W.  Buchanan,  '89  ;  C.  O.  Gill,  '89; 
F.  W.  Wallace,  '88.  Quarterback.  —  H.  Beecher,  '88.  Halfbacks.  —  G.  A. 
Watkinson,  '89 ;  S.  B.  Morison,  '90.     Back.  —  W.  T.  Bull,  '88  S. 

1887. 
Rushers.  — Y.  W.  Wallace,  '89;  C.  O.  Gill,  '89;  G.  R.  Carter, '88  S. ; 
W.  H.  Corbin,  '89;  G.  W.  Woodruff,  '89;  S.  M.  Cross,  '88;  F.  C.  Pratt, 
'88  S.      Quarterback.  — Yi.   Beecher,  '88    {Capt.).      Halfbacks.— W.  P. 
Graves,  '91 ;  W.  C.  Wurtenburg,  '89  S.    Back.  —  W.  T.  Bull,  '88  S. 

1888. 

/?«j,^<'rj.  —  F.  W.  Wallace, '89 ;  W.  C.  Rhodes, '91 ;  W.  W.  Heffel- 
finger,  '91  S. ;  G.  W.  Woodruff,  '89;  C.  O.  Gill,  '89  ;  A.  A.  Stagg,  P.  G. ; 
W.  H.  Corbin, '89  [Capt.).  Quarterback.  — \N.  C.  Wurtenburg, '89  S. 
Halfbacks.  —  W .  P.  Graves,  '91  ;  T.  L.  McClung,  '92.  Fullback.  —  W.  T. 
Bull,  P.  G. 

1889. 

Rteshers.—].  A.  Hartwell,  P.  G. ;  C.  O.  Gill,  T.  S.  [Capt.];  W.  W. 
Heffelfinger,  '91  S. ;  A.  A.  Stagg,  T.  S.;  W.  C.  Rhodes,  '91;  A.  B. 
Newell,  '90;  B.  Hanson,  '90.  Quarterback  — W.  C.  Wurtenburg,  M.  S. 
Halfbacks.— T.  L.  McClung,  '92;  S.  B.  Morison,  '91.  Fullback.  — H. 
McBride,  '90  S. 

1890. 

Rushers.  —  ].  A.  Hartwell,  M.  S. ;  B.  L.  Crosby, '92  ;  A.  H.  Wallis, 
'93;  W.  M.  Lewis,  M.  S. ;  W.  C.  Rhodes,  '91  (Capt.)  ;  W.  W.  Heffel- 
finger, 'gi  S. ;  S.  N.  Morison,  '92.  Quarterback.  —  F.  E.  Barbour,  '92  S. 
Halfbacks.  —  H.  L.  Williams,  '91 ;  P.  W.  Harvey,  '91 ;  T.  L.  McClung, 
'92;  L.  T.  Bliss,  '93  S.     Fullback.  —  S.  B.  Morison,  '91. 

i8gi. 

Rushers.—].  A.  Hartwell,  M.  S.;  F.  A.  Hinkey, '95  ;  A.  H.  Wallis, 
'93;  G.  F.  Sanford, '9s;  W.  C,  Winter,  '93  S. ;  W.  W.  Heffelfinger, 
'91  S. ;  S.  N.  Morison,  '92.  Quarterback.  —  F.  E.  Barbour,  '92  S. 
Halfbacks.  — T.  L.  McClung,  '92  {Capt.);  L.  T.  Bliss,  '93  S.  Fullback. 
V.  C.  McCormick,  '93  S. 


FOOTBALL. 


549 


1892. 

Rushers.  —  J.  C.  Greenway,  '95  S. ;  F.  A.  Ilinkey,  '95;  A.  H.  Wallis, 
'93;  J.  A.  McCrea,  '95  S.;  W.  C.  Winter,  '93  S.;  W.  O.  Hickok,  '95  S. ; 
P.  T.  Stillman,  '95  S.  Quarterback.  — Y.  C.  McCormick,  '93  S.  {Capt.). 
Halfbacks.  — Q.  D.  Bliss,  '93;  H.  S.  Graves,  L.  S.;  L.  T.  Bliss,  '93. 
Fullback.  —  F.  S.  Butterworth,  '95. 

1893. 

Rushers.  —  J.  C.  Greenway,  '95  S. ;  F.  A.  Hinkey,  '95  {Capt.)  ;  A.  M. 
Beard,  '95 ;  J.  A.  McCrea,  '95  S. ;  F.  T.  Murphy,  '97  ;  W.  O.  Hickok, 
'95  S. ;  P.  T.  Stillman,  '95  S.    Quarterback.  —  G.  T.  Adee,  '95.     Hal/backs. 

—  S.  B.  Thorne,  '96;  R.  Armstrong,  '95  S. ;  E.  H.  Hart,  '95  S.    Fullback. 

—  F.  S.  Butterworth,  '95. 

1894. 

Rushers.  —  A.  M.  Beard,  '95 ;  F.  A.  Hinkey,  '95  {Capt.) ;  L.  M.  Bass, 
'97 ;  J.  A.  McCrea,  '95  S. ;  P.  T.  Stillman,  '95  S. ;  W.  O.  Hickok,  '95  S. ; 

F.  T.  Murphy,  '97  ;  C.  Chadwick,  '97  ;  L.  Hinkey,  '97.     Quarterback. — 

G.  T.  Adee,  '95.  Halfbacks.  —  S.  B.  Thorne,  '96 ;  R.  Armstrong,  '95  S. ; 
H.  W.  Letton,  '97  S. ;  A.  N.  Jerrems,  '96  S.  Fullback. — F.  S.  Butter- 
worth, '95. 

1895- 
Rushers.  —  L.  Hinkey,  '97  ;  F.  T.  Murphy,  '97  ;  C.  Chadwick,  '97  ;  H.  P. 
Cross,  '96;    W.  R.   Cross,  '96;  J.   O.   Rodgers,  '98;   L.   M.   Bass,  '97. 
Quarterback.  —  C.  M.  Fincke,  '97.    Halfbacks.  —  S.  B.  Thorne,  '96  {Capt.) ; 
C.  Dewitt,  '96.    Fidlback.  —  A.  N.  Jerrems,  '96  S. 

1896. 
Rushers.  —  W.  B.  Conner,  '99;  F.  T.  Murphy,  '97  [Capt.) ;  A.  II.  Uur- 
ston,  '99  S.;  L.  Murray,  '97  S. ;  J.  O.  Rodgers,  '98;  C.  Chadwick,  '97  ; 
L.  M.  Bass,  '97  ;  B.  C.  Chamberlin,  '97  S.  Quarterback.  —  C.  M.  Fincke, 
'97.  Halfbacks.  — K.  H.  Hine,  M.S.;  H.  F.  Benjamin, '98  S. ;  P.  D. 
Mills,  '97  S. ;  L.  H.  Van  Every,  '97  S.     Fullback.  —  L.  Hinkey,  '97. 

1897. 
Rushers.  —  J.  J.  Hazen,  '98 ;  J.  O.  Rodgers,  '98  {Capt.) ;  C.  Chadwick, 
L.  S. ;  G.  L.  Cadwalader,  1901  ;  F.  G.  Brown,  1901;  B.  C.  Chamberlin, 
P.  G. ;  J.  A.  Hall,  P.  G.  Quarterback.  —  C.  A.  H.  de  Saulles,  '99  S. 
Halfbacks.  — W.  F.  Benjamin,  '98  S. ;  A.  F.  Corwin,  '99  S. ;  C.  T.  Dud- 
ley, 1900  S.    Fullback.  — yi.  L.  McBride,  1900. 


55°  YALE. 

i8g8. 

Rushers. —  G.  W.  Hubbell,  Jr.,  1900;  G.  S:  Stillman,  1901 ;  F.  G. 
Brown,  Jr.,  1901  ;  G.  B.  Cutten,  T.  S. ;  E.  E.  Marshall,  '99  S. ;  B.  C. 
Chamberlin,  P.  G.  (Capt.)  ;  E.  M.  Eddy,  '99  S. ;  S.  L.  Coy,  1901  ;  R.  J. 
Schvveppe,  1900.  Quarterbacks.  —  M.  U.  Ely,  L.  S. ;  C.  A.  H.  de  Saulles, 
'99  S.  Halfbacks.  —  A.  H.  Durston,  '99  S. ;  H.  F.  Benjamin,  P.  G.;  C.  T. 
Dudley,  1900  S. ;  R.  Townshend,  1900  S. ;  A.  F.  Corwin,  '99  S.;  A.  B. 
Marvin,  '99.     Fullback.  —  M.  L.  McBride,  1900. 


CHAPTER   IV. 

BASEBALL. 

THE  history  of  baseball  at  Yale  extends  back  to 
the  times  when  the  aggregate  scores  made  by 
two  nines  might  be  anywhere  from  fifty  to  a  hundred. 
In  fact,  in  1859,  it  was  pretty  difficult  to  keep  room  on 
the  scoring  paper  to  mark  down  all  the  runs  made.  In 
1865,  when  the  first  intercollegiate  game  was  played, 
Yale  defeated  Wesleyan  by  a  score  of  39  to  13,  and  in 
that  same  year,  in  a  game  between  Yale  and  Water- 
bury,  Yale  made  fifty-two  runs  to  Waterbury's  thirty. 
In  1867,  Yale  played  a  game  with  Columbia,  defeating 
that  nine  46  to  12.  In  that  same  year,  Yale  played 
some  outside  nines  and  made  a  very  creditable  record. 
Hooker's  pitching,  at  that  time  as  well  as  the  follow- 
ing year,  being  worthy  of  special  comment. 

In  1868,  Yale  for  the  first  time  met  Harvard  in 
baseball,  and  was  beaten  by  a  score  of  25  to  17. 
McCutcheon,  Yale's  short  stop,  at  that  time  did  a 
great  deal  for  baseball ;  and  not  long  ago  he  sent  the 
writer  the  original  copy  of  the  first  constitution  of  the 
baseball  association.  It  was  hardly  more  than  a  sub- 
scription paper,  but  had  some  well  known  names  upon 
it.  In  this  year,  also,  Yale  played  Princeton  for  the 
first  time,  defeating  them  by  a  score  of  30  to  23.  Erom 
that  date  on,  Yale's  baseball  history  for  several  years 
was  a  record  of  attempts  to  defeat  Harvard,  resulting 
invariably  in  failure.      Yale  played  some  good  outside 


552  YALE. 

games,  and  in  man>  instances  it  seemed  as  though  it 
were  possible  for  Yale  to  win  the  Harvard  series,  but 
not  until  1874  was  she  successful.  In  that  year  the  base- 
ball contests  between  these  two  old  rivals  were  held  at 
Saratoga  during  race  week,  and,  thanks  to  the  work  of 
Charles  Hammond  Avery,  Yale  at  last  turned  the 
tables  against  Harvard,  winning  both  games,  the  first 
4  to  o,  and  the  second  7  to  4.  Avery's  pitching  was 
phenomenal,  and  Harvard  was  unable  to  master  it.  In 
the  following  year,  1875,  Avery  was  captain  of  the 
nine,  and  in  spite  of  the  fact  that  in  the  second  game 
with  Harvard  he  was  unable  to  pitch  or  even  play  on 
account  of  a  lame  shoulder,  he  was  still  able  to  see 
his  nine  win  two  straight  games  from  Harvard.  He 
pitched  in  the  first  game,  but  in  the  second  was  inca- 
pacitated. The  value  of  this  man  to  Yale's  baseball 
interests  can  hardly  be  overestimated. 

But  from  1875  up  to  1880  the  old  story  began  again. 
Yale  might  win  one  game,  or,  if  the  series  were  best 
three  out  of  five,  Yale  might  win  two  games,  but  she 
seemed  unable  to  last  it  out,  and  Harvard's  succession 
of  victories  began  to  look  overwhelming.  In  1879,  it 
was  thought  that  Yale  would  surely  avoid  the  overcon- 
fidence  of  the  previous  year,  and  make  good  her  claims 
over  Harvard.  In  the  first  game  Yale  won  easily  by  a 
score  of  II  to  5.  Harvard  won  the  second  game  2  to  o. 
Yale  won  the  third  game  9  to  5,  but  five  days  later,  in 
Providence,  after  securing  what  looked  like  a  com- 
manding lead  in  the  first  inning,  was  finally  beaten  9 
to  4.  In  1880,  however,  the  tables  were  finally  turned, 
and  Yale  won  the  series. 

Late  in  the  year  1879,  the  first  intercollegiate  base- 
ball association  was  formed.      The  colleges  taking  part 


BASEBALL. 


553 


in  this  convention  were  Harvard,  Princeton,  Brown, 
Dartmouth,  and  Yale.  At  the  meeting  of  organization, 
however,  the  point  was  brought  up  as  to  whether  any- 
one should  be  eligible  for  a  nine  who  had  previously 
played  on  a  professional  nine.  One  of  the  colleges 
represented  had  a  battery  which  had  thus  forfeited  its 
amateur  standing.  The  refusal  of  the  association  to 
take  certain  definite  action  on  this  matter  led  to  the 
withdrawal  of  Yale,  but  in  the  following  year  she  ap- 
plied for  admission  and  was  taken  into  the  association. 
In  spite  of  the  fact  that  Yale  was  not  a  member  of  the 
association  in  the  baseball  season  of  1880,  it  was  in 
that  year  that  she  made  her  most  remarkable  baseball 
record,  and  at  last  turned  the  tide  of  defeat  by  Har- 
vard to  one  of  glorious  victory.  The  first  game  of  the 
series  was  played  in  New  Haven,  where  the  Yale  nine, 
although  without  the  services  of  Captain  Hutchison, 
who  was  ill  at  his  home  in  Norwich,  overwhelmingly 
defeated  the  Harvard  nine,  making  twenty-one  base 
hits,  with  a  total  of  thirty-three,  and  winning  the  game 
by  a  score  of  21  to  4.  The  following  game,  played  at 
Cambridge,  was  however  a  close  one,  Yale  winning  by 
a  score  of  2  to  i.  The  game  at  New  Haven  which  fol- 
lowed was  a  victory  for  Harvard,  neither  nine  doing 
any  striking  batting;  score  3  to  i.  At  this  point  the 
croakers  began  to  predict  the  usual  result  —  Yale 
winning  the  first  twO  games  and  Harvard  the  next 
three;  but  this  time  they  were  mistaken,  for  in  the 
final  game  of  the  season,  played  in  Cambridge,  Yale 
shut  out  her  rivals,  and  won  by  a  score  of  3  to  o. 

This  entire  year  was  remarkable  in  Yale  baseball 
annals.  As  mentioned  above,  Yale's  captain  was 
taken  ill  with  rheumatism   previous  to  the  first  Har- 


554  YALE. 

vard  game,  and  in  fact  previous  to  the  first  Princeton 
game,  which  was  scheduled  for  May  12th  at  Princeton. 
When  the  nine  were  leaving  for  Princeton  a  telegram 
was  received,  telling  them  not  to  come  as  the  game 
would  be  postponed.  No  definite  reason  was  given  for 
this,  and  the  Yale  nine  started.  They  were  met  in 
New  York  by  the  Princeton  management  with  the 
statement  that  as  their  pitcher  was  laid  up  the  game 
would  have  to  be  postponed.  Yale  felt  that,  being 
without  the  services  of  her  captain,  she  perhaps  might 
have  asked  a  postponement,  but  had  certainly  not  felt 
justified  in  doing  this,  and  the  result  of  the  conference 
finally  was  the  journeying  of  the  Yale  nine  to  Prince- 
ton, where  the  umpire,  Princeton  refusing  to  play, 
gave  the  game  to  Yale,  9  to  o.  There  was  consider- 
able hard  feeling  exhibited,  and  Princeton  was  accused 
of  being  afraid  to  play.  Some  went  so  far  as  to  say 
that  they  did  not  believe  the  Princeton  nine  would 
come  to  New  Haven  for  the  return  game  on  account  of 
the  fear  of  defeat.  Princeton  did  come,  however,  and 
on  the  9th  of  June  Yale  defeated  them  8  to  i. 

Yale  thus  defeated  the  winners  of  the  association 
championship,  for  Princeton  won  the  first  place  in  the 
association.  There  is  little  doubt  that  Yale's  nine 
during  this  year  of  1880  was  stronger  in  proportion  to 
the  abilities  of  most  of  the  nines  of  the  country  than  at 
any  other  period  in  her  history.  In  that  year  she  beat 
the  league  champions,  and,  out  of  thirteen  games  played 
with  professional  nines,  won  eleven. 

From  this  time  on,  for  a  number  of  years,  Yale's 
success  in  baseball  became  phenomenal.  In  1881, 
Yale  won  the  association  championship,  winning  seven 
out  of  ten  games,  losing  to  Harvard  at  Cambridge,  but 


BASEBALL.  555 

winning  from  Harvard  at  New  Haven.  This  defeat  at 
Cambridge  was  attributed  to  the  fact  that  Yale  was 
without  a  pitcher  upon  that  occasion,  Lamb  being  laid 
up.  Yale  was  also  defeated  by  Dartmouth  at  Spring- 
field in  a  rather  remarkable  game.  Lamb,  who  had 
not  recovered  the  use  of  his  arm,  attempted  to  pitch, 
and  in  the  first  inning  was  hit  by  the  heavy  Dartmouth 
batters  to  the  extent  of  some  half  a  dozen  runs.  He 
was  then  replaced  by  Hutchison,  whom  Dartmouth 
proved  unable  to  hit,  and  Yale  crept  up  on  her  rivals, 
but  not  enough  to  tie  the  score,  the  final  result  being 
6  to  3  in  Dartmouth's  favor.  In  1882,  Yale  again  won 
the  championship  of  the  association,  although  she  lost 
her  first  game  to  Harvard  in  New  Haven.  In  1883, 
Yale  once  more  won  the  championship,  defeating  Har- 
vard this  time  three  games  in  succession,  then  playing 
an  unfinished  game  with  Harvard  in  New  York,  where 
the  score  stood  2  to  i  in  favor  of  Yale  when  the  game 
was  called,  and  finally  playing  a  fifth  game  with  Har- 
vard in  Philadelphia,  and  defeating  them  23  to  9.  This 
was  the  first  time  that  Yale  had  had  an  opportunity  to 
really  even  scores  with  Harvard  for  some  of  the  old 
defeats,  and  the  management  evidently  enjoyed  taking 
Harvard  to  various  places  throughout  the  country,  and 
demonstrating  Yale's  baseball  supremacy.  In  1884, 
Yale  once  more  won  the  association  championship,  be- 
sides winning  a  final  game  with  Harvard  in  Brooklyn 
by  a  score  of  4  to  2.  Harvard  won  the  first  game  at 
Cambridge,  and  Yale  the  second  game  at  New  Haven. 
In  the  third  game  at  Cambridge,  Harvard,  however, 
overwhelmingly  defeated  Yale  17  to  4.  Yale  evened 
up  matters  at  New  Haven  three  days  later  by  winning 
a  game  6  to  2,  and  the  last  game  played  at  Brooklyn 


556  YALE. 

was  therefore  full  of  excitement.  The  Yale  pitcher, 
Otlell,  finally,  by  his  excellent  work,  enabled  Yale  to 
win  by  a  score  of  4  to  2. 

The  tables  were  turned  against  Yale,  however,  in 
1885,  when  Harvard,  with  several  of  her  players  of  the 
previous  year,  and  under  the  captaincy  of  Winslow, 
who  had  gone  through  his  experience  of  defeat,  and 
had  then  persistently  worked  to  secure  a  good  nine, 
won  all  the  games  of  the  championship  series,  not  only 
against  Yale  but  the  other  colleges  in  the  association. 
In  1886,  Yale  retrieved  her  fallen  fortunes,  and  won 
the  championship,  losing  but  two  of  the  games  in  that 
series.  Yale  was,  however,  defeated  by  Columbia  in 
a  single  game  at  New  Haven  that  year.  In  1887,  Yale 
once  more  demonstrated  her  superiority  to  the  other 
colleges  in  the  league,  which  by  this  time  had  been 
reduced  to  a  membership  of  three,  by  winning  seven 
out  of  eight  games  played.  Dartmouth  had  dropped 
out  the  year  before,  owing  to  the  attitude  of  Harvard 
and  Princeton,  and  after  the  series  of  1886  the  drop- 
ping of  Brown  and  Amherst  was  practically  effected  by 
the  formation  of  a  new  association,  consisting  of  Har- 
vard, Princeton,  and  Yale.  In  1888,  Yale  took  the 
championship  for  another  year,  Stagg  and  Dann  carry- 
ing on  the  strong  work  that  they  had  put  up  the  pre- 
vious year.  Yale  lost  the  second  game  to  Harvard, 
and  the  first  game  to  Princeton,  but  eventually  won  the 
championship,  and  also  evened  up  matters  with  Colum- 
bia by  winning  two  games  from  them.  In  i88g,  the 
Yale  nine,  under  Captain  Noyes,  won  the  champion- 
ship once  more,  taking  at  the  same  time  four  victories 
from  Harvard,  two  at  New  Haven  and  two  at  Cam- 
bridge.    Princeton  defeated  Yale  one  game,   but  lost 


o 

U3  u 


BASEBALL.  557 

the  other  three.  The  following  year,  Harvard  having 
withdrawn  from  the  triangular  league  of  1890,  Yale 
had  two  series,  one  with  Princeton  and  one  with 
Harvard. 

There  never  was  a  year  in  which  the  baseball  games 
between  the  colleges  were  so  interesting  and  thrilling 
as  this  one  of  1890,  ten  years  from  the  time  when  Yale 
made  her  most  remarkable  record  against  professionals. 
This  year  Yale's  first  game  was  with  Princeton  at  New 
Haven,  and  after  a  most  thrilling  contest  Yale  won  by 
a  score  of  3  to  2.  On  the  17th  of  May,  two  weeks 
later,  Yale  played  Harvard  at  New  Haven,  defeating 
them  8  to  o.  On  the  24th  of  the  same  month,  how- 
ever, Yale  went  to  Princeton  and  was  beaten  in  a  close 
game,  by  a  score  of  i  to  o.  A  week  later  Harvard  de- 
feated Yale  by  a  single  score,  9  to  8,  at  Cambridge. 
On  the  1 6th  of  June  Yale  met  Princeton  for  the  decid- 
ing game  at  New  York.  After  a  most  remarkable 
contest  the  game  was  stopped  by  the  rain,  each  side 
having  scored  eight  runs.  The  tie  was  played  off  two 
days  later,  at  Brooklyn,  in  a  game  in  which  the  vary- 
ing fortunes  of  baseball  were  never  more  forcibly 
illustrated,  and  when  Yale  finally  won  by  a  score  of  6 
to  5  it  was  almost  impossible  for  the  spectators  to  rise 
from  their  seats,  so  exhausted  were  they  by  the  excite- 
ment of  the  contest.  Three  days  later  Yale  journeyed 
to  Cambridge  and  lost  another  most  remarkable  game 
by  a  score  of  4  to  3.  Tliree  days  after  Yale  defeated 
Harvard  at  New  Haven  7  to  i.  This  left  a  tie  to  be 
played  off  with  Harvard,  and  the  game  took  place  at 
Springfield  on  the  28th,  Yale  winning  by  a  single 
run.  The  outside  games  in  this  year  were  less  inter- 
esting, Yale  defeating  the  University  of  Pennsylvania, 


558  YALE. 

Brown,  Columbia,  but  losing  games  to  Amherst  and 
Brown. 

The  following  year  an  attempt  was  made  to  arrange 
a  satisfactory  series  of  games  between  the  three  col- 
leges, Harvard,  Princeton,  and  Yale.  After  a  good 
deal  of  correspondence,  the  three  captains  met  and 
arranged  such  a  series;  but  the  whole  plan  was  upset 
later  by  the  refusal  of  the  Harvard  Athletic  Committee 
to  permit  the  arrangement  made  by  Captain  Dean  to 
stand.  This  finally  gave  rise  to  so  much  feeling  that 
no  game  was  played  between  Harvard  and  Yale  that 
year.  Princeton,  however,  defeated  Yale  two  games 
out  of  three,  Yale  winning  most  of  her  outside  games 
decisively.  In  1892,  separate  series  were  arranged 
with  Princeton  and  Harvard.  Yale  won  the  first  two 
games  against  Princeton  and  lost  the  third.  Harvard 
won  one  game  and  Yale  one  game  in  the  Yale-Harvard 
series,  each  winning  the  home  game,  but  no  third 
game  was  played  owing  to  their  failure  to  agree.  Yale 
played  a  series  of  three  games  with  the  University  of 
Pennsylvania,  losing  one  and  winning  two.  Yale  also 
played  two  games  v/ith  Brown,  winning  the  first  and 
losing  the  second.  In  this  year  Yale  was  defeated  by 
the  University  of  Michigan  3  to  2,  and  also  by  Holy 
Cross.  During  the  few  years  there  had  been  a  resur- 
rection of  some  of  the  old  hostility  between  Yale  and 
Harvard;  but  matters  soon  reached  a  better  adjust- 
ment, everybody  feeling  how  foolish  it  was  to  have 
such  quarrels  as  led  to  an  unsettled  series  with  Harvard 
because  the  two  could  not  agree  upon  a  third  game. 

After  the  dissolution  of  the  Intercollegiate  Base- 
ball Association,  and  some  desultory  attempts  made 
to  form  a  permanent  triangular  league.  Harvard's  with- 


Baseball  Xine  of  1S91 

Murphy  Jackson  Case  Beale 

McClung  Poole  Bowers        Gushing  Mattliews 

Kedzie  Calhoun  (Capt.)  Bliss 


Baseball  Nine  of  1S95 

Wilcox  Carter  Speer  Harris 

Stevenson     J.  Quinby  Fincke  Rustin  (Capt.)     Trudeau        Redington 

Keator  Greenvvay         S.  Quinby 


BASEBALL.  559 

drawal  from  associations  finally  resulted  in  Yale 
arranging  separate  series  with  both  Harvard  and 
Princeton.  As  has  already  been  shown,  this  was  not 
brought  about  without  some  friction.  It  was  consid- 
ered unfair  at  New  Haven  to  ask  Yale  to  play  separate 
series  with  each  unless  her  two  rivals  met  one  another. 
However,  the  adjustment  was  finally  reached,  although, 
as  above  mentioned,  at  the  expense  of  a  series  with 
Harvard  in  1891.  In  1892,  the  first  game  was  played 
at  Cambridge,  Harvard  shutting  Yale  out,  but  Yale 
winning  the  next  game  4  to  3,  as  stated  elsewhere.  In 
1894,  Yale  won  the  game  at  Cambridge  5  to  i,  and  the 
game  at  New  Haven  2  to  o.  In  1895,  Yale  also  won  at 
Cambridge  7  to  4,  and  at  New  Haven  5  to  o.  The 
following  year,  owing  to  the  rupture  of  relations  with 
Harvard,  no  series  was  played.  In  1897,  Harvard  won 
both  games,  the  first  7  to  5,  and  the  second  10  to  8. 
In  1894,  Yale  defeated  Princeton  at  New  Haven  5  to  3, 
and  in  New  York  9  to  5,  but  was  defeated  by  Prince- 
ton at  Princeton  4  to  2.  In  1895,  Yale  won  both  her 
Princeton  games,  but  by  extremely  close  margins,  the 
first  I  to  o,  and  the  second  9  to  8.  In  1896,  however, 
Princeton  took  revenge,  shutting  out  Yale  in  two  games 
in  Princeton,  the  first  13  to  o,  the  second  5  to  o;  while 
Yale  managed  to  get  one  game  in  New  Haven  7  to  5, 
and  eventually  the  game  in  New  York  8  to  4.  In  1897, 
Yale  won  the  first  game  in  New  Haven  10  to  9,  but 
lost  the  second  at  Princeton,  as  well  as  the  final  one 
at  New  Haven.  In  1898,  Yale's  baseball  fortunes 
seemed  to  be  rejuvenated,  for,  in  spite  of  a  most  de- 
cided slump  in  playing  at  mid-season,  the  New  Haven 
nine  finally  won  both  the  series.  The  games  were 
especially  interesting,    requiring   three   with   each  to 


56o  YALE. 

settle  the  series,  Yale  defeating  Harvard  at  New  Haven 
and  New  York,  but  losing  at  Cambridge;  while  with 
Princeton,  Yale  lost  the  home  game,  winning  the  one 
at  Princeton  and  the  final  at  New  York.  Captain 
Greenway's  pitching  was  most  instrumental  in  Yale's 
success,  for  although  suffering  with  a  lame  arm  he 
went  in  and  pitched  his  way  to  victory. 


BASEBALL. 
Yale  University  Baseball  Games. 


561 


Date. 

Contestants. 

Place. 

Score. 

1865 

Sept.  30 

Yale  vs.  Wesleyan     .    .     . 

New  Haven     .     . 

39-13 

1867 

Oct.  19 

Yale  vs.  Columbia      .    .    • 

New  Haven    .    . 

46-12 

1868 

June  25 

Yale  vs.  Princeton      .     .     . 

New  Haven    .    . 

30-23 

July  25 

Yale  vs.  Harvard  .... 

Worcester  .     .     . 

17-25 

1869 

June  28 

Yale  vs.  Williams  .... 

New  Haven     .    . 

26-8 

Julys 

Yale  vs.  Harvard  .... 

Brooklyn     .     .     . 

24-41 

1870 

July  4 

Yale  vs.  Harvard  .... 

New  Haven    .     . 

22-24 

"    6 

Yale  vs.  Princeton      .     .     . 

New  Haven     .     . 

12-49 

1871 

Julys 

Yale  vs.  Harvard  .... 

New  Haven    .     . 

19-22 

1872 

June  I 

Yale  vs.  Harvard  .... 

New  Haven     .     . 

^2-Z^ 

"    8 

Yale  vs.  Harvard  .... 

Boston    .... 

17-19 

1S73 

May  10 

Yale  vs.  Princeton      .     .     . 

Princeton    .     .     . 

9-2 

"     21 

Yale  vs.  Princeton      .     .     . 

New  Haven     .     . 

9-10 

"     24 

Yale  vs.  Harvard  .... 

New  Haven     .     . 

15-16 

"     31 

Yale  vs.  Harvard  .... 

Cambridge .     .     . 

5-29 

Oct.  15 

Yale  vs.  Princeton      .     .     . 

Princeton    .     .     . 

4-18 

1874 

June  29 

Yale  vs.  Princeton      .    .    . 

Hartford     .     .     . 

I6-I 

July  7 

Yale  vs.  Princeton      .     .     . 

New  York  .     .     . 

1 1-3 

"  14 

Yale  vs.  Harvard  .... 

Saratoga     .     .     . 

4-0 

"  IS 

Yale  vs.  Harvard  .... 

Saratoga     .     .     . 

7-4 

1875 

May  26 

Yale  vs.  Princeton      .     .     . 

Princeton    .     .     . 

14-4 

"     29 

Yale  vs.  Princeton      .     .     . 

New  Haven    .     . 

0-3 

June  25 

Yale  z'j.  Amherst  .... 

Amherst      .     .     . 

s-i 

"     26 

Yale  vs.  Harvard  .... 

Boston    .... 

9-4 

"     28 

Yale  vs.  Harvard  .... 

New  Haven    .     . 

1 1-4 

Yale  vs.  Princeton      .     .     . 

(Forfeited)  .     .     . 

9-0 

'1876' 

May  17 

Yale  vs.  Trinity      .... 

New  Haven     .     . 

9-4 

"     20 

Yale  vs.  Princeton      .     .     . 

Princeton    .     .     . 

12-9 

"     27 

Yale  vs.  Brown      .... 

Providence      .     . 

13-S 

June  3 

Yale  vs.  Harvard 

Cambridge      .     . 

3-4 

"    6 

Yale  vs.  Princeton      .     .     . 

New  Haven     .     . 

13-3 

"  26 

Yale  vs.  Harvard  .... 

New  Haven     .     . 

7-6 

July  I 

Yale  vs.  Harvard  .... 

Hartford     .     .     . 

'-5 

1S77 

May  19 

Yale  vs.  Amherst  .... 

Amherst      .     .     . 

9-4 

"     23 

Yale  vs.  Princeton      .     .     . 

Princeton    .     .     . 

6-4 

36 


c;62 


YALE. 


Date. 

Contestants. 

Place. 

Score. 

1877 

May  26 

Yale  vs. 

Harvard  .... 

New  Haven     .     . 

s-o 

June    2 

Yale  vs. 

Trinity 

Hartford     .     . 

5-0 

"       9 

Yale  z'j-. 

Princeton 

New  Haven 

8^ 

"     15 

Yale  vs. 

Amherst  . 

New  Haven 

4-5 

"     22 

Yale  z/j. 

Harvard  . 

Cambridge 

I-IO 

"     25 

Yale  z'j-. 

Trinity 

New  Haven 

I7-I 

"     27 

Yale  vs. 

Amherst  . 

Hartford     . 

24-8 

"     30 

Yale  z^j. 

Harvard  . 

Hartford     . 

2-5 

1878 

April  17 

Yale  vs. 

Trinity     . 

Hartford     . 

6-1 

"     27 

Yale  Z/J-. 

Wesleyan 

New  Haven 

lO-I 

May  15 

Yale  57^. 

Princeton 

Princeton    . 

4-S 

"     18 

Yale  vs. 

Harvard  . 

New  Haven 

4-3 

"     22 

Yale  z/j-. 

Trinity      . 

New  Haven 

25-0 

"     25 

Yale  vs. 

Harvard  . 

Cambridge 

"-5 

June    4 

Yale  I'j. 

Amherst  . 

New  Haven 

lO-O 

"       5 

Yale  w. 

Princeton 

New  Haven 

10-2 

"     21 

Yale  vs. 

Princeton 

New  York  . 

10-3 

"     24 

Yale  z/i-. 

Harvard  . 

New  Haven 

3-1 1 

"    26 

Yale  vs. 

Harvard  . 

Cambridge 

2-9 

"     29 

Yale  z/.?. 

Harvard  . 

Hartford     . 

3-16 

1879 

May    3 

Yale  z/j. 

Princeton 

Princeton    . 

13-8 

"     10 

Yale  vs. 

Harvard  . 

New  Haven 

1 1-5 

"     17 

Yale  z'j. 

Harvard  . 

Cambridge 

0-2 

"     24 

Yale  vs. 

Amherst  . 

Amherst 

15-1 

"     30 

Yale  Z/J-. 

Brown 

New  Haven 

2-0 

"     31 

Yale  z/j. 

Princeton 

New  Haven 

3-0 

June    9 

Yale  vs. 

Brown 

Providence 

2-3 

"     21 

Yale  z-j. 

Amherst  . 

New  Haven 

10-4 

23 

Yale  vs. 

Harvard  . 

New  Haven 

9-5 

"     25 

Yale  z'j. 
Yale  z/j. 

Harvard  . 
Brown 

Cambridge 
(Forfeited) 

3-7 

9-0 

'"  '  28 

Yale  vs 

Harvard  . 

Providence 

4-9 

1880 

May  12 

Yale  z-j. 

Princeton 

(Forfeited) 

9-0 

!!     '5 

Yale  vs. 

Harvard  . 

New  Haven 

21-4 

Yale  z'j. 

Amherst  . 

Amherst 

8-0 

"     29 

Yale  z'j- 

Harvard  . 

Cambridge 

2-1 

June    5 

Yale  vs. 

Amherst  . 

New  Haven 

14-3 

"       9 

Yale  z/j 

Princeton 

New  Haven 

8-1 

"     28 

Yale  vs. 

Harvard  .  . 

New  Haven 

1-3 

"     30 

Yale  z'j'. 

Harvard  . 

Cambridge 

3-0 

1881 

May    7 

Yale  z/j. 

Princeton 

New  Haven 

6-5 

"     14 

Yale  vs. 

Harvard  . 

Cambridge 

9-14 

"     21 

Yale  z'j'. 

Dartmouth 

Springfield 

3-6 

"     25 

Yale  vs. 

Brown 

New  Haven 

19-4 

BASEBALL. 


5<^3 


Date. 

Contestants. 

Place. 

Score. 

1881 

May  28 

Yale  vs. 

Harvard  .... 

New  Haven     .     . 

8-5 

"     30 

Yale  vs. 

Brown      .     . 

New  Haven    . 

S-2 

Tune    I 

Yale  z'j. 

Princeton 

Princeton    .     . 

6-7 

"      8 

Yale  z/j. 

Dartmouth 

New  Haven 

15-5 

"     17 

Yale  vs. 

Amherst  .     . 

New  Haven 

19-9 

«     25 

Yale  z/j. 

Amherst  .     . 

New  Haven    . 

^3 

1882 

May  10 

Yale  vs. 

Brown 

New  Haven 

4-2 

"     23 

Yale  z/j. 

Brown 

Providence 

8-9 

"     24 

Yale  Z/J-. 

Amherst  . 

New  Haven 

1 3-1 

"     27 

Yale  vs. 

Harvard  . 

New  Haven 

7-10 

"     30 

Yale  7/j. 

Princeton 

New  York  . 

15-8 

June    3 

Yale  vs. 

Dartmouth 

New  Haven 

5-4 

"      6 

Yale  z/j. 

Dartmouth 

New  York  . 

0-3 

"     10 

Yale  z'i-. 

Rutgers    . 

New  Haven 

12-2 

"    22 

Yale  vs. 

Harvard  . 

Cambridge 

5-4 

"    24 

Yale  z^j. 

Princeton 

New  York  . 

7-8 

"     27 

Yale  vs. 

Princeton 

New  York  . 

9-5 

"    28 

Yale  z'J. 

Amherst  . 

New  Haven 

21-8 

1883 

. 

May    5 

Yale  z/j. 

Amherst  . 

New  Haven 

3-1 

"     12 

Yale  vs. 

Harvard  . 

New  Haven 

3-0 

"     19 

Yale  z/j. 

Brown 

Providence 

6-4 

«    26 

Yale  vs. 

Harvard  . 

Cambridge 

5-1 

«    30 

Yale  z/j. 

Princeton 

New  York  . 

5-4 

Tune    2 

Yale  z'j. 

Brown 

New  Haven 

8-0 

"    13 

Yale  vs. 

Amherst  . 

Amherst 

4-2 

«    20 

Yale  z/j. 

Harvard  . 

Cambridge 

4-1 

"    23 

Yale  vs. 

Princeton 

New  York  . 

2-3 

"    26 

Yale  z'j 

Harvard  . 

New  Haven 

I-O 

July  3 

Yale  z'j. 

Harvard  . 

New  York  . 

2-1 

"    4 

Yale  vs 

Harvard  . 

Philadelphia 

23-9 

1884 

May    3 

Yale  z/j. 

Brown 

Providence 

8-3 

"     10 

Yale  vs. 

Harvard  . 

Cambridge 

8-1 

"     14 

Yale  z/j. 

Dartmouth 

New  Haven 

6-2 

"     17 

Yale  Z/J-. 

Harvard  . 

New  Haven 

7-8 

"    24 

Yale  vs. 

Amherst  . 

Amherst 

17-4 

"     30 

Yale  z/j-. 

Princeton 

New  York  . 

10-3 

June    2 

Yale  vs. 

Dartmouth 

New  Haven 

1 2-1 1 

"      5 

Yale  z'j. 

Amherst  . 

New  Haven 

4-3 

"    17 

Yale  z'^ 

Brown 

New  Haven 

9-6 

"    19 

Yale  vs 

Princeton 

New  York  . 

9-0 

"    21 

Yale  z'j- 

Harvard  . 

Cambridge 

4-17 

"    24 

Yale  vs 

Harvard  . 

New  Haven 

6-2 

"    27 

Yale  z/j 

Harvard  . 

Brooklyn     . 

4-2 

1885 

May    9 

Yale  z'j 

Princeton      .     .     . 

New  Haven    .     . 

5-3 

564 


YALE. 


Date. 

Contestants. 

Place. 

Score. 

1885 
May  13 

Yale  vs. 

Brown      .... 

New  Haven     .     . 

II-9 

"     16 

Yale  vs. 

Harvard  .     . 

New  Haven    .     . 

4-12 

"     20 

Yale  OT. 

Trinity     .     . 

New  Haven     .     . 

20-7 

"     22 

Yale  z'j. 

Dartmouth    . 

New  Haven     .     . 

15-6 

"     27 

Yale  vs. 

Amherst  .     . 

Amherst      .     .     . 

10-9 

"     30 

Yale  z'i'. 

Williams 

New  Haven     .     . 

13-4 

Tune    T 

Yale  vs. 

Brown       .     . 

Providence       .     . 

8-4 

^  "      6 

Yale  w. 

Princeton 

Princeton    .     .     . 

5-" 

"     10 

Yale  z/j. 

Dartmouth 

New  Haven     .     . 

5-3 

"     13 

Yale  vs. 

Amherst  . 

New  Haven     .     . 

14-2 

"     20 

Yale  z/j-. 

Harvard   . 

Cambridge       .     . 

2-16 

"     23 

Yale  vs. 

Princeton 

New  Haven     .     . 

13-15 

1886 

April  27 

Yale  z/J-. 

Univ.  of  Penn. 

Philadelphia    .     . 

13-3 

May    I 

Yale  z/J. 

Williams  .     . 

Williamstown 

1 1-3 

"     12 

Yale  vs. 

Brown 

New  Haven     .     . 

6-1 

"     19 

Yale  z/j. 

Columbia 

New  Haven    .     . 

1-3 

"     22 

Yale  vs. 

Amherst  . 

Amherst      .     .     . 

4-5 

"     29 

Yale  z/J. 

Harvard  . 

Cambridge       .     . 

2-14 

"     31 

Yale  z'j. 

Williams  . 

New  Haven     .     . 

10-3 

June    2 

Yale  vs. 

Princeton 

Princeton    .     .     . 

9-8 

"      5 

Yale  z/i-. 

Princeton 

New  Haven     .     . 

12-2 

"      9 

Yale  vs. 

Amherst   . 

New  Haven    .     . 

9-5 

"     12 

Yale  wj-. 

Brown 

Providence       .     . 

7-0 

"     19 

Yale  z/j. 

Harvard  . 

New  Haven     .     . 

6-5 

"     26 

Yale  vs. 

Harvard  . 

Cambridge       .     . 

1-5 

"     29 

Yale  w. 

Harvard  . 

New  Haven     .     . 

9-10 

July  3 

Yale  vs. 

Harvard  . 

Hartford     .     .     . 

7-1 

1887 

April  30 

Yale  z/j. 

Princeton 

Princeton    .     .     . 

2-1 

May  10 

Yale  z/j. 

Trinity      . 

New  Haven    .     . 

9-1 

"     14 

Yale  vs. 

Harvard  . 

New  Haven    .     . 

14-2 

"     17 

Yale  z^j 

Cornell 

New  Haven     .     . 

9-1 

"     21 

Yale  vs 

Columbia 

Staten  Island  .     . 

20-1 

Tune    4 

Yale  z/j 

Princeton 

New  Haven     .     . 

15-0 

"      8 

Yale  z/f 

Harvard  . 

Cambridge       .     . 

5-7 

"     II 

Yale  vs 

Princeton 

Princeton    .     .     . 

9-3 

"     17 

Yale  z'j 

Princeton 

New  Haven     .     . 

9-6 

"     18 

Yale  vs 

Princeton 

New  Haven     .     . 

10-4 

"     ''i; 

Yale  z/j 

Harvard  . 

Cambridge       .     . 

5-4 

"     '^ 

Yale  z'j 

.  Harvard  . 

New  Haven     .     . 

6-3 

BASEBALL. 


56s 


Date. 


Contestants. 


Score. 


Apri: 

25 
28 

May 

5 

" 

12 

« 

IS 
i6 

K 

19 
23 
26 

" 

30 

June 

2 

" 

5 

** 

7 

« 

9 
16 

'.! 

23 
26 

April    9" 
"      II 
"     18 


" 

20 

May 

8 

" 

II 

" 

18 

" 

22 

" 

25 

June 

4 

" 

12 

" 

15 

" 

20 

" 

22 

" 

2S 

189 

0 

April 

9 

*' 

IS 

20 

« 

30 

May 

3 

7 

" 

17 

" 

24 

" 

31 

June 

lb 

" 

18 

i< 

21 

« 

24 

« 

28 

Yale  vs. 
Yale  z/j. 
Yale  vs. 
Yale  z'J'. 
Yale  vs. 
Yale  z/J. 
Yale  z'J'. 
Yale  vs. 
Yale  z'j. 
Yale  vs. 
Yale  z'j. 
Yale  z/j. 
Yale  vs. 
Yale  z'j. 
Yale  vs. 
Yale  z'j'. 
Yale  ^'j. 

Yale  vs. 
Yale  t'J'. 
Yale  vs. 
Yale  z/j-. 
Yale  z^j. 
Yale  vs. 
Yale  z'j-. 
Yale  vs. 
Yale  wj. 
Yale  z'J. 
Yale  vs. 
Yale  z'j'. 
Yale  vs. 
Yale  z/J. 
Yale  z'j. 

Yale  7'^. 
Yale  vs. 
Yale  vs. 
Yale  z'j'. 
Yale  wj. 
Yale  vs. 
Yale  z'j'. 
Yale  vs. 
Yale  z/j. 
Yale  z/j. 
Yale  vs. 
Yale  z/j. 
Yale  vs. 
Yale  z/J. 


Amherst  .     . 
Princeton 
Princeton 
Williams 
Amherst  .     . 
Holy  Cross  . 
Harvard  .     . 
Columbia 
Princeton 
Columbia 
Williams 
Princeton 
Univ.  of  Penn. 
Harvard  .     . 
Princeton 
Harvard  .     . 
Harvard  .     . 

Tufts  .     .     . 
Trinity     .     . 
Univ.  of  Penn 
Univ.  of  Penn 
Princeton     . 
Amherst  .     . 
Princeton 
Princeton 
Harvard  .     . 
Univ.  of  Penn 
Lafayette 
Princeton 
Harvard  .     . 
Harvard  .     . 
Harvard  .     . 

Univ.  of  Penn. 
Holy  Cross 
Amherst  . 
Williams 
Princeton 
Columbia 
Harvard  . 
Princeton 
Harvard  . 
Princeton 
Princeton 
Harvard  . 
Harvard  . 
Harvard  . 


7-4 
S-6 
10-4 
6-1 
S-4 
S-6 
7-1 
S-' 
7-3 
6-0 

9-4 
9-1 
16-6 

3-7 

8-0 

S-3 

9-3 
23-2 

9-8 
^S 
11-14 

4-5 
12-9 

13-1 
15-3 
24-0 

13-3 
6-S 

5-4 
7-S 
8-4 

6-S 
23-0 
6-8 
5-2 
3-2 
12-3 
8-0 
o-i 
8-9 
8-8 
6-S 
3-4 
7-1 
4-3 


566 


YALE. 


Date. 


1891 
April  14 

"  15 

"  20 

"  25 

May  2 

"  9 

"  13 

"  18 

"  23 

"  20 

"  27 

"  30 

June  3 

"  6 

"  9 

"  13 

"  16 

"      17 
"     23 
1892 
April  12 

"      14 
"      16 


May 


30 


" 

4 

'* 

5 

** 

7 

** 

9 

« 

16 

« 

23 
26 

June 

4 
6 

" 

11 

" 

i8 

« 

23 

« 

28 

1893 
Mar.  30 

Apri 

31 

I 

'* 

3 

** 

4 

" 

5 

" 

10 

Contestants. 


Score. 


Yale  vs. 
Yale  vs. 
Yale  z'J. 
Yale  7^^. 
Yale  vs. 
Yale  z'j. 
Yale  vs. 
Yale  z/j. 
Yale  7'.?. 
Yale  vs. 
Yale  z'j. 
Yale  vs. 
Yale  z'j-. 
Yale  z/j. 
Yale  vs. 
Yale  z/j. 
Yale  vs. 
Yale  z'j'. 
Yale  wj. 

Yale  vs. 
Yale  z'j'. 
Yale  vs. 
Yale  wj. 
Yale  z/j-. 
Yale  vs. 
Yale  z'j-. 
Yale  vs. 
Yale  z'j. 
Yale  z/j. 
Yale  vs. 
Yale  z'j. 
Yale  vs. 
Yale  z'j. 
Yale  z/j. 
Yale  vs. 
Yale  z'.f. 
Yale  vs. 
Yale  z'j. 
Yale  z'j. 


Williams 
Williams 
Columbia 
Lehigh  .  . 
Williams 
Brown  .  . 
Brown  .  . 
Trinity  .  . 
Princeton 
Univ.  of  Michigan 
Amherst  .  . 
Univ.  of  Penn. 
Amherst  .  . 
Princeton  .  , 
Univ.  of  Penn. 
Princeton  .  , 
Univ.  of  Vermont 
Brown  .  . 
Univ.  of  Penn. 


Williams 
Fordham 
Univ.  of  Penn. 
Univ.  of  Penn. 
Williams 
Brown      .     . 
Holy  Cross  . 
Cornell    .     . 
Amherst  .     . 
Holy  Cross  . 
Amherst  .     . 
Brown      .     . 
Princeton 
Univ.  of  Michig 
Wesleyan 
Univ.  of  Penn 
Princeton 
Princeton 
Harvard  . 
Harvard  .     . 


Yale  vs.  Univ.  of  Penn. 
Yale  vs.  Washington  Y.M.C.A 
Yale  vs.  Univ.  of  Virginia 
Yale  vs.  Univ.  of  Virginia 
Yale  vs.  Johns  Hopkins 
Yale  vs.  Univ.  of  Penn. 
Yale  vs.  Boston    .... 


2-9 

6-4 
16-2 

13-3 
13-0 

7-6 
1 1-7 
7-14 

4-1 
2-0 

6-3 
6-2 

7-1 

7-1 1 

2-5 
5-3 
4-5 
8-5 

17-3 
8-5 
2-6 

6-4 
9-8 
2-0 
6-n 

5-1 
8-12 

6-7 
9-4 
2-7 

I-O 

2-3 

9-0 

5-1 
3-1 
2-12 

0-5 
4-3 

6-1 1 
13-8 
14-8 
1 1-4 

7-7 
8-7 
5-8 


BASEBALL. 


5^7 


Date. 

Contestants. 

Score. 

1893 

April  14 

Yale  vs.  Dartmouth  .... 

7-0 

"      17 

Yale  vs.  New  York    .     . 

4-10 

"      19 

Yale  vs.  N.  Y.  A.  C.       . 

4-6 

"      22 

Yale  vs.  Brooklyn       .     . 

6-13 

"     26 

Yale  vs.  New  York    .     . 

c-9 

"      29 

Yale  vs.  Williams       .     . 

1 0-0 

May     2 

Yale  vs.  Brown      .     .     . 

7-0 

"       6 

Yale  vs.  Univ.  of  Penn. 

5-4 

"       8 

Yale  vs.  Wesleyan     .     . 

2-4 

"     10 

Yale  vs.  Brown      .     .     . 

0-2 

"      13 

Yale  vs.  Orange  A.  C.    . 

13-6 

"      15 

Yale  vs.  Amherst  .     .     . 

6-3 

"     20 

Yale  vs.  Princeton      .     . 

5-' 

-3 

Yale  vs.  Wesleyan     .     . 

3-2 

"     30 

Yale  vs.  Orange  A.  C.    . 

16-9 

"     31 

Yale  vs.  Andover  .     .     . 

2-0 

June     3 

Yale  vs.  Amherst  .     .     . 

1-5 

7 

Yale  vs.  Andover  .     .     . 

6-2 

"     10 

Yale  vs.  Princeton      .     . 

2-0 

"      13 

Yale  vs.  Univ.  of  Vermont 

3-4 

"      17 

Yale  vs.  Princeton      .     . 

14-7 

"     24 

Yale  vs.  Harvard  .     .     . 

2-3 

"     27 

Yale  vs.  Harvard  .     .     . 

3-0 

July       I 

Yale  vs.  Harvard  .     .     . 

4-6 

1894 

Mar.   22 

Yalew.  Washington  Y.M.C.A. 

2-6 

"      23 

Yale  vs.  Univ.  of  N.  Carolina 

7-4 

"      24 

Yale  vs.  Univ.  of  Virginia 

28-4 

"     26 

Yale  vs.  Univ.  of  Virginia 

13-11 

"      27 

Yale  vs.  Georgetown      .     . 

2-14 

"      28 

Yale  vs.  Annapolis     .     . 

3-4 

April    2 

Yale  vs.  Williams       .     . 

9-6 

«       6 

Yale  vs.  Boston      .     .     . 

5-3 

7 

Yale  vs.  Boston      .     .     . 

4-4 

"      14 

Yale  vs.  Brooklyn       .     . 

4-3 

"      18 

Yale  vs.  Wesleyan     .     . 

8-7 

"      21 

Yale  vs.  Brown      .     .     . 

3-2 

"     26 

Yale  vs.  Columbia      .     . 

5-3 

May      2 

Yale  vs.  Amherst  .     .     . 

4-0 

S 

Yale  vs.  Brown       .     .     . 

4-2 

"       9 

Yale  vs.  Wesleyan      .     . 

13-12 

"     12 

Yale  vs.  Univ.  of  Penn. 

18-28 

"      16 

Yale  vs.  Amherst  .     .     . 

7-1 

"     21 

Yale  vs.  Princeton      .     . 

5-3 

"     23 

Yale  vs.  S.  I.  A.  C.    .     . 

3-1 

"     26 

Yale  vs.  Orange  A.  C.    . 

6-0 

"     28 

Yale  vs.  Georgetown 

4-3 

"     30 

Yale  vs.  Brown      .     .     . 

4-1 

568 


YALE. 


Date. 

Contestants. 

Score. 

1894 

May   31 

Yale  vs.  Andover 

5-3 

June     4 

Yale  vs.  Univ.  of  Penn.      .     . 

13-5 

9 

Yale  vs.  Princeton      .... 

2-4 

"      16 

Yale  vs.  Princeton      .... 

9-5 

"      21 

Yale  vs.  Harvard 

5-1 

«      26 

Yale  vs.  Harvard 

2-0 

1895 

Mar.  30 

Yale  vs.  Trinity 

14-2 

April    3 

Yale  vs.  Murray  Hill      .     .     . 

19-1 

"       6 

Yale  vs.  New  York     .... 

5-7 

"      10 

Yale  vs.  New  York  Univ.  .     . 

I4HD 

"      II 

Yale  vs.  Georgetown      .     .     . 

5-20 

"      12 

Yale  vs.  Norfolk 

7-6 

"      13 

Yale  vs.  Univ.  of  Virginia  .     . 

16-9 

"      15 

Yale  vs.  Univ.  of  Virginia  .     . 

6-3 

"      16 

Yale  vs.  Baltimore     .... 

2-17 

"      17 

Yale  vs.  New  York    .... 

0-17 

"      20 

Yale  vs.  Williams       .... 

14-4 

"      24 

Yale  vs.  Toronto 

4-6 

«     27 

Yale  vs.  Brown 

9-8 

May      I 

Yale  vs.  Wesleyan     .... 

"-5 

"       3 

Yale  vs.  Andover       .... 

9-1 

"       4 

Yale  vs.  Brown 

3-2 

"       7 

Yale  vs.  Lafayette      .... 

lO-I 

"      II 

Yale  vs.  Edgewood    .... 

12-2 

"     13 

Yale  vs.  Amherst 

12-2 

"  ^;§ 

Yale  vs.  Amherst 

1-2 

"  18 

Yale  vs.  Princeton      .... 

I-O 

"  22 

Yale  vs.  Oritani  Field  Club    . 

11-12 

"  25 

Yale  vs.  Orange  A.  C.    .     .     . 

4-6 

"  30 

Yale  vs.  Brown 

3-12 

June     I 

Yale  vs.  Holy  Cross  .... 

"-3 

"       8 

Yale  vs.  Princeton      .... 

9-8 

"      15 

Yale  vs.  Williams       .... 

9-2 

"     20 

Yale  vs.  Harvard 

7-4 

"     25 

Yale  vs.  Harvard 

5-0 

1896 

April    2 

Yale  vs.  Hampton      .... 

32-S 

"       4 

Yale  vs.  Univ.  of  Virginia  .     . 

12-4 

"       6 

Yale  vs.  Univ.  of  Virginia  .     . 

8-7 

"       7 

Yale  7's.  Univ.  of  N.  Carolina 

4-8 

"       8 

Yale  7JS.  Georgetown      .     .     . 

16-12 

"     II 

Yale  vs.  Wesleyan     .... 

11-7 

"     14 

Yale  vs.  New  York    .... 

0-4 

"     18 

Yale  vs.  Williams       .... 

4-5 

"     25 

Yale  vs.  Brown 

6-9 

"     28 

Yale  vs.  Amherst 

13-0 

May      I 

Yale  vs.  Andover       .... 

5-3 

BASEBALL. 


569 


Date. 

Contestants. 

Score. 

1896 

May     2 

Yale  vs.  Brown 

1-6 

"       6 

Yale  vs.  Lafayette      .... 

1 1-6 

"       9 

Yale  vs.  Orange  A.  C.    .     .     . 

9-1 1 

"      II 

Yale  vs.  Wesleyan     .... 

8-4 

"      13 

Yale  vs.  Graduates     .... 

15-3 

"      18 

Yale  vs.  Princeton      .... 

0-13 

"     20 

Yale  vs.  Oritani  Field  Club     . 

^2-" 

"     23 

Yale  vs.  Princeton      .... 

7-5 

«     27 

Yale  vs.  Univ.  of  Chicago  .     . 

20-1; 

"     30 

Yale  vs.  Brown 

4-6 

June     3 

Yale  vs.  Univ.  of  Vermont 

19-7 

"       6 

Yale  vs.  Princeton      .... 

o-S 

"      13 

Yale  vs.  Princeton      .... 

8-4 

"      23 

Yale  vs.  Princeton     .... 

3-4 

1897 

April    3 

Yale  vs.  Johns  Hopkins      .     . 

28-0 

"       7 

Yale  vs.  Wesleyan     .... 

3-4 

"      10 

Yale  vs.  New  York    .... 

3-1 1 

"      14 

Yale  vs.  Manhattan    .... 

9-8 

"      IS 

Yale  vs.  Georgetown      .     .     . 

8-7 

"     16 

Yale  vs.  Hampton      .     .     .     .  ' 

10-4 

"     17 

Yale  vs.  Univ.  of  Virginia  .     . 

5-12 

"     19 

Yale  vs.  Univ.  of  Virginia  .     . 

15-12 

"     20 

Yale  vs.  Univ.  of  N.  Carolina 

19-15 

"     24 

Yale  vs.  Williams      .... 

lO-I 

"     28 

Yale  vs.  Amherst 

9-2 

May     I 

Yale  j/j.  Brown 

6-2 

"       5 

Yale  vs.  Lafayette      .... 

8-II 

"       8 

Yale  vs.  Wesleyan     .... 

1 0-3 

"      II 

Yale  vs.  Univ.  of  Virginia  .     . 

5-4 

"      14 

Yale  vs.  Andover 

7-6 

"     IS 

Yale  vs.  Brown 

^5 

"     19 

Yale  vs.  Amherst 

15-2 

"     22 

Yale  vs.  Orange  A.  C.    .     .     . 

5-4 

«     26 

Yale  vs.  Lehigh 

22-3 

"     29 

Yale  vs.  Brown 

9-16 

"     31 

Yale  vs.  Edge  wood    .... 

21-3 

June     2 

Yale  vs.  Holy  Cross  .... 

1 1-3 

"       S 

Yale  vs.  Princeton      .... 

10-9 

"     12 

Yale  vs.  Princeton      .... 

8-16 

"     19 

Yale  vs.  Princeton      .... 

8-22 

1898 

Mar.  30 

Yale  vs.  Holy  Cross  .... 

6-4 

April    2 

Yale  vs.  Wesleyan     .... 

1 2-5 

"        6 

Yale  7'j.  Manhattan    .... 

3-10 

"       7 

^'ale  vs.  Georgetown       .     .     . 

5-3 

«       8 

Yale  vs.  Hampton      .... 

12-0 

"       9 

Yale  vs.  Univ.  of  Virginia  .     . 

3-6 

57° 


YALE. 


Date. 

Contestants. 

Score. 

1898 
April  II 

Yale  vs.  Univ.  of  Virgin 

ia  .     . 

5-0 

"      12 

Yale  vs.  Georgetown 

9-6 

"      20 

Yale  vs.  Williams 

12-3 

"      23 

Yale  vs.  Amherst  .     . 

t^ 

"     30 

Yale  vs.  Brown      .     . 

8-3 

May     4 

Yale  vs.  Lafayette 

0-3 

"      12 

Yale  vs.  Wesleyan 

14-3 

"      14 

Yale  vs.  Brown      .     . 

2-17 

"      19 

Yale  vs.  Columbia     . 

22-1 

"     21 

Yale  vs.  Orange  A.  C.    . 

19-15 

"      27 

Yale  vs.  Newton  A.  C. 

9-8 

«      28 

Yale  vs.  Andover  .     . 

7-6 

"     30 

Yale  vs.  Brown      .     . 

3-4 

June     4 

Yale  vs.  Princeton 

7-12 

"      II 

Yale  vs.  Princeton 

6-4 

"      18 

Yale  vs.  Princeton     . 

8-3 

"     23 

Yale  vs.  Harvard  .     . 

4-9 

"      28 

Yale  vs.  Harvard  .     . 

7-0 

July      2 

Yale  vs.  Harvard  .     . 

3-1 

Yale-Harvard  Freshmen  Series. 


Contestants. 

Date  and  Place. 

Score. 

Yale  '69  vs.  Harvard  '69     . 

Worcester,  July  26,  1866    .     . 

36-33 

'     '70  vs.         ' 

'70   . 

Worcester,  July  18,  1867     •     • 

3S-18 

'     '71  vs.         ' 

'71    . 

Worcester,  July  23,  186S    .      . 

19-39 

'     '72  vs.         ' 

'72   . 

Providence,  July  6,  1869     .     . 

28-19 

'    '73  ^'-f- 

'73  • 

Springfield,  June  25,  1870  .     . 

2I-1S 

'     '74  vs. 

74     • 

New  Haven,  June  26,  187 1 

15-10 

•     '75  vs. 

'75     • 

New  Haven,  June  25,  1872 

8-1 

'    '7657^'.        ' 

'         '76     . 

New  Haven,  May  31,  1873 

4-25 

'     '77  vs. 

'77     . 

Boston,  June  22,  1874     •     •     • 

4-10 

'     '77  vs. 

'77     • 

Boston,  June  23,  1874     .     .     . 

2S-14 

'     '77  vs. 

'77     ■ 

Boston,  June  24,  1874     .     .     . 

7-16 

'     '78  vs. 

'        '78     . 

Cambridge,  June  5,  187^    .     . 

3-6 

'  '7SVS. 

'         '78     . 

New  Haven,  June  17,  1875 

18-8 

'     '78  vs.         ' 

'        '78     . 

Springfield,  June  25,  1875  •     • 

17-4 

'    'jgvs. 

'79     • 

New  Haven,  May  3,  1876  .     . 

14-13 

'     '79  vs. 

'79     • 

Cambridge,  June  17,  1876  .     . 

9-14 

'     '79  vs. 

'79    • 

Hartford,  June  24,  1S76      .     . 

12-20 

'     '80  vs.         ' 

'80    . 

Cambridge,  May  12,  1877   .     . 

7-8 

'     '80  vs.         ' 

'80    . 

New  Haven,  June  2,  1877  .     . 

1 5-1 

BASEBALL. 


571 


Contestants. 

Date  and  Place. 

Score. 

Yale  '8 1  vs.  Harvard 

'81   . 

New  Haven,  May  11,  1878      . 

8-1 

"     '81  vs. 

'81   . 

Cambridge,  June  i,  1878     .     . 

4-1 1 

"     '82  vs.        " 

'82   . 

New  Haven,  April  26,  1879    . 

19-II 

"     '82  vs. 

'82  . 

Cambridge,  May  31,  1879  .     . 

6-5 

"     '83  vs. 

'83  • 

New  Haven,  May  22,  1880 

I-O 

«     '83  vs. 

'83  • 

Cambridge,  June  5,  1880    .     . 

5-5 

"     '84  vs.         " 

'84  . 

New  Haven,  May  21,  18S1 

15-2 

"     '84  vs. 

'84  . 

Cambridge,  June  4,  1881     .     . 

21-2 

"     '85  vs. 

'85  . 

New  Haven,  May  10,  1882 

5-4 

"     '85  vs. 

'8s     . 

Cambridge,  June  10,  18S2  .     . 

7-6 

"     '86  vs. 

'86     . 

New  Haven,  May  19,  1S83 

8-1 

"     '86  OT. 

'86     . 

Cambridge,  June  9,  1883     .     . 

9-16 

"     '86  vs. 

'86    . 

Springfield,  June  23,  1883  .     . 

6-4 

"     '87  vs. 

'87     . 

New  Haven,  May  31,  1884 

17-8 

"     '87  vs. 

'87     . 

Cambridge,  June  7,  1884    .     . 

1-5 

"    '88  OT. 

'88     . 

Cambridge,  May  16,  1885  .     . 

ii-ii 

"     '88  vs. 

'88    . 

New  Haven,  May  23,  1885 

14-4 

"     '89  vs. 

'89    . 

Cambridge,  May  19,  1886  .     . 

4-1 1 

"   '89  ^'J. 

'89    . 

New  Haven,  June  12,  1886    . 

7-8 

"     '90  vs.         " 

'90    . 

Cambridge,  May  18,  1887   .     . 

19-7 

"     '90  Z/J.          " 

'90     . 

New  Haven,  June  8,  1887  .     . 

10-2 

"     '91  vs.         " 

'91     . 

Cambridge,  May  19,  1888   .     . 

6-9 

"     'qi  vs.         " 

'91     . 

New  Haven,  May  26,  1888 

8-7 

"     '^2  vs. 

'92     . 

Cambridge,  May  22,  18S9  .     . 

9-13 

"     '92  w.          " 

'92     . 

New  Haven,  June  i,  1889  .     . 

27-0 

"     '93  vs. 

'93     • 

Cambridge,  May  24,  1890  .     . 

7-1 1 

"     'q-i  vs.         " 

'93     • 

New  Haven,  June  14,  1S90     . 

0-7 

"     '94  vs. 

'94     . 

Cambridge,  May  16,  1891   .     . 

16-13 

"     '94  vs.         " 

'94     . 

New  Haven,  May  30,  1891 

5-15 

"     '95  vs. 

'95     • 

Cambridge,  May  14,  1892  .     . 

13-2 

"     '95  vs. 

'95     • 

New  Haven,  May  28,  1892 

9-10 

"    '96  w.        " 

'96    . 

No  games. 

"       '97  Z'J'. 

'97     • 

Cambridge,  May  19,  1894  .     . 

3-5 

"     '97  vs.         " 

'97     • 

New  Haven,  May  31,  1894      . 

lO-I 

"     '98  vs. 

'98     . 

No  games. 

"      '99  Z/J.           " 

'99    . 

No  games. 

"      1900  Z/J.       " 

1900 

New  Haven,  May  22,  1S97 

2-7 

•'     1900  vs.      " 

1900 

Cambridge,  May  31,  1S97   .     . 

^1 

"      1 90 1  Z/J.       " 

1901 

New  Haven,  May  14,  1898      . 

9-8 

"     1901  vs.      " 

1 901 

Cambridge,  May' 30,  1898  .     . 

5-4 

572 

YALE. 

Yale-Princeton  Freshmen  Series. 

Contestants. 

Date  and  Place. 

Score. 

Yale 

'93  vs.  Princeton 

'93 

New  Haven,  June  10,  1890      . 

13-10 

'94  vs. 

" 

'94 

Princeton,  May  23,  1891      .     . 

6-3 

'95  ^-f- 

" 

'95 

New  Haven,  May  21,  1892 

2-1 

'96  vs. 

" 

'96 

No  game. 

'97  Z/J. 

" 

'97 

New  Haven,  May  5,  1894  .     . 

4-3 

'97  vs. 

" 

'97 

Princeton,  May  12,  1894     .     . 

15-7 

'98  Z/J. 

" 

'98 

No  game. 

'99  Z/J. 

" 

'99 

New  Haven,  May  9,  1896  .     . 

22-8 

'99  vs. 

a 

'99 

Princeton,  May  30,  1896     .     . 

1-6 

1900  Z/J. 

" 

190c 

New  Haven,  May  9,  1897   .     . 

2-5 

1900  vs. 

" 

1900 

Princeton,  June  5,  1897  .     .     . 

lO-II 

1 90 1  Z'J-. 

" 

I9OI 

New  Haven,  May  21,  1898 

2-1 

1 90 1  Z'J-. 

<( 

I9OI 

Princeton,  May  28,  1898     .     . 

5-7 

Yale  University  Baseball  Men. 

1865. 
H.   W.  Reeve;    J.  Coffin, '68  {Capt.);   C.  A.  Edwards,  '66;    Jewell, 
J.  U.  Taintor,  '66;  E.  Coffin,  '66;  L.  E.  Condict,'69;  C.  F.  Brown,  '66; 
A.  H.  Terry,  '65. 

1866. 
C.  F.  Brown,  '66  ;  G.  P.  Sheldon,  '67  ;  J.  U.  Taintor,  '66;  T.  S.  Van 
Volkenburgh,  '66 ;  C.  A.  Edwards,  '66 ;  J.  L.  Varick,  '68 ;  J.  Coffin,  '68 
{Capt.)  ;  L.  E.  Condict,  '69;  H.  W.  Reeve. 

1867. 
J.  Coffin,  '68  {Capt);   J.   G.  K.  McClure,  '70;    L.  E.  Condict,  '69; 
J.  W.  Shattuck,  '70 ;  T.  Hooker,  '69 ;  B.  A.  Fowler,  '68 ;  E.  G.  Selden, 
'70 ;  E.  A.  Lewis,  '70 ;  T.  McClintock,  '70. 

1868. 
T.  McClintock,  '70;   E.  A.  Lewis,  '70;   L.  E.  Condict,  '69;    H.  A. 
Cleveland,  '70  ;  T.  Hooker,  '69  [Capt)  ;  S.  S.  McCutchen,  '70;  W.  Buck, 
'70;  C.  Deming,  '72  ;  E.  G.  Selden,  '70. 

1869. 
T.  McClintock,  '70;    C.   Deming,  '72;    T.   Hooker,  '69;    S.  S.   Mc- 
Cutchen,'70  (Ca/A)  ;  C.  French, '72  ;  L.  E.  Condict, '69;  G.  Richards, 
'72  ;  W.  B.  Wheeler,  '72  ;  E.  A.  Lewis,  '70. 


BASEBALL. 


573 


1870. 
W.  Buck,  '70;  W.  B.  Wheeler,  '72  ;  G.  Richards,  '72;  G.  F.  Bentley, 
'73  ;  H.  S.  Payson,  '72  ;  S.  S.  McCutchen,  '70  [Capt.) ;  C.  O.  Day,  '72  ; 
C.  H.  Thomas,  '73;  C.  Deming,  '72. 

1871. 
A.  B.  Nevin,  '74;  G.  Richards,  '72;  C.  Deming,  '72  {Capt.);  H.  C. 
Deming,  '72 ;  C.  Maxwell,  '75  ;  G.  F.  Bentley,  '73;  P.  Barnes,  '74;  C.  O, 
Day,  '72  ;  W.  B.  Wheeler,  '72. 

1872. 
H.  C.  Deming,  '72  ;  P.  Barnes,  '74;  G.  Richards,  '72;  C.  Deming,  '72 
{Capt.)  ;  C.  Maxwell,  '74;  G.  F.  Bentley,  '73;  A.  B.  Nevin,  '74;  C.  O. 
Day,  '72  ;  F.  W.  Foster,  '74. 

1873- 
C.  Maxwell,  '74  ;  C.  H.  Avery,  '75  ;  G.  F.  Bentley,  '73  ;  J.  L.  Scudder, 
'74  ;  S.  J.  Elder,  '73  ;  A.  B.  Nevin,  '74  [Capt.) ;  F.  II.  Wright,  '73  ;  F.  W. 
Foster,  '74  ;  W.  H.  Hotchkiss,  '75. 

1874. 
W.  H.  Hotchkiss,  '75;  A.  B.  Nevin,  '74;  G.  F.  Bentley,  '73;  C.  H. 
Avery,  '75  (Capt.);    J.  L.  Scudder,  '74;  E.  E.  Osborn,  '74  S. ;  C.  Max- 
well, '74 ;  E.  C.  Smith,  '75  ;  F.  W.  Foster,  '74. 

1875- 
W.  H.  Hotchkiss,  '75  ;  Morgan.  '78  ;  Knight ;  C.  H.  Avery,  '75  (Capt.) ; 
C.  Maxwell,  '75  ;  W.  I.  Bigelow,  '77  ;  D.  A.  Jones,  '75;  E.  C.  Smith,  '75; 
F.  W.  Wheaton,  '77. 

1876. 
Morgan,  '78  ;  W.  I.  Bigelow,  '77  (Capt.) ;  F.  W.  Wheaton,  '77 ;  C.  M. 
Dawes,  '76;  C.  F.   Carter, '78  ;  L.  A.  Piatt, '77 ;   W.  V.  Downer,  '78; 
Williams,  '77  ;  L.  W.  Maxson,  '76. 

1877. 
F.  W.  Wheaton,  '77  ;  Morgan,  '78  ;  W.  I.  Bigelow,  '77  (Capt.)  ;  G.  H. 
Clark,  '80 ;  Williams,  '77  ;  E.  W.  Smith,  '78;  W.  V.  Downer,  '78  ;  C.  F. 
Carter,  '78;  O.  W.  Brown,  '78. 

1878. 
W.  F.  Hutchison,  '80 ;  W.  Parker,  'So ;  E.  W.  Smith,  '78  ;  A.  L.  Rip- 
ley, '78;  W.  V.  Downer,  '78  (Capt.)  ;  II.  T.  Walden,  '81  ;  F.  W.  Brown, 
'78  S.;  C.  F.  Carter,  '78;  G.  H.  Clark,  '80. 


574 


YALE. 


1879. 
W.  F.  Hutchison,  '80  (Capt.) ;  W.  Parker,  '80  ;  B.  B.  Lamb,  '81 ;  H.  T. 
Walden,  '81  ;  S.  C.  Hopkins,  '82;  W.  C.  Camp,  '80;  G.  H.  Clark,  '80; 
R.  \V.  Watson,  '81  S.;  A.  L.  Ripley,  P.  G. 

1880. 
W.  Parker, '80;  B.  B.  Lamb, '81    [Capt.);  G.  H.  Clark,  '80;   W.  F. 
Hutchison,  '80;  W.  C.  Camp,  '80;  H.  T.  Walden,  '81  ;  S.  C.  Hopkins, 
'82  ;  R.  W.  Watson,  '81  S. ;  W.  I.  Badger,  '82. 

1881. 
H.  T.  W^alden,  '81  {Capt.)  ;  H.  B.  Piatt,  '82  ;  B.  B.  Lamb,  '81 ;  W\  F. 
Hutchison,   P.  G. ;   W.  C.  Camp,  M.  S. ;    S.  C.  Hopkins,  '82;   R.  W. 
Watson, '81  S.;  H.  Ives,  '81  ;  W.  I.  Badger,  '82. 

1882. 
A.  Hubbard,  '83  S. ;  W.  C.  Camp,  M.  S.;  H.  B.  Piatt,  '82;  S.  C.  Hop- 
kins, '82;  W.  I.  Badger,  '82  (Capt.) ;  A.  E.  Smith,  '83;  D.  A.  Jones,  '83; 
H.  C.  Hopkins,  '84;  D.  H.  Wilcox,  Jr.,  '84. 

1883. 

A.  Hubbard,  '83  S.  [Capt.);  C.  M.  Griggs,  '83;  H.  C.  Hopkins,  '84; 
S.  B.  Childs, '83;  D.  A.  Jones,  '84;  W.  Terry,  '85;  J.  L  Souther,  '84; 
O.  McKee,  '84;  D.  A.  Carpenter,  L.  S. 

1884. 
H.  C.  Hopkins,  '84  {Capt.);  W.  Terry,  '85;  J.  I.  Souther,  '84;  O.  Mc- 
Kee, '84;  W.  S.  Brigham,  '86;  J.  C.  Oliver,  '85;  S.  A.  Booth,  '84;  P.  B. 
Stewart,  '86 ;  S.  K.  Bremner,  '86. 

1885. 
S.  K.  Bremner,  '86;  W.  Terry,  '85  (Capt.) ;  F.  A.  Marsh,  '86  S. ;  A.  A. 
Stagg,  '88;  W.  B.  Sheppard,  '87;  J.  A.  Merrill,  '85;  P.  B.  Stewart,  '86; 
W.  B.  Hickox,  '86  S. ;  P.  G.  Willett,  '88. 

1886. 
J.  C.  Dann,  '88  S. ;  A.  A.  Stagg,  '88  ;  J.  F.  Cross,  T.  S. ;  F.  A.  Marsh, 
'86  S.;  P.  B.  Stewart,  '86  (Capt.) ;    S.  K.  Bremner,  '86;  W.  S.  Brigham, 
'87  ;  W.  B.  Sheppard,  '87  ;  H.  F.  Noyes,  '89. 

1887. 
J.  C.  Dann,  '88  S.  (Capt.);  A.  A.  Stagg,  '88;  A.  K.  Spencer,  '89  S. ; 
C.  B.  McConkey,  '88;  P.  B.  Stewart,  P.  G. ;  H.  F.  Noyes,  '89;  W.  S. 
Brigham,  '87 ;  J.  F.  Hunt,  L.  S. ;  F.  S.  Kellogg,  '87  S. 


BASEBALL.  575 

1888. 
A.  A.  Stagg,  '88  {Capt.) ;  J.  C.  Dann,  '88  S. ;  H.  McBride,  '90  S.;  G. 
Calhoun,  '91 ;  C.  B.  McConkey,  '88 ;  H.  F.  Noyes,  '89 ;  S.  J.  Walker,  '88 ; 
J.  F.  Hunt,  L.  S. ;  A.  G.  McClintock,  '90. 

1889. 
H.  F.  Noyes,  '89  {Capt.);  A.  A.  Stagg,  T.  S. ;  W.  F.  Poole,  Jr.,  '91; 
H.  McBride,  '90  S. ;  G.  Calhoun,  '91 ;  T.  L.  McClung,  '92;   \V.  S.  Dal- 
zell,  '91  ;  H.  W.  Gushing,  '91 ;  N.  McClintock,  '91. 

1890. 
G.  Calhoun,  '91  (Capt.);   A.  A.  Stagg,  T.  S. ;    W.  F.  Poole,  Jr.. '91 ; 
H.  McBride,  '90  S. ;   L.  S.  Owsley,  '92  S. ;   W.  S.  Dalzell,  '91;  H.  W. 
Cashing,  '91 ;  W.  H.  Murphy,  '93 ;  A.  G.  McClintock,  '90. 

1891. 

G.  Calhoun,  '91  (Capt.)  ;  II.  O.  Bowers,  '92;  W.  F.  Poole,  Jr.,  '91; 
T.  L.  McClung, '92;  L.  T.  Bliss, '93  S. ;  W.  11.  Murphy, '93;  U.  W. 
Gushing,  '91  ;  M.  li.  Beall,  '93  S. ;  G.  B.  Case,  '94. 

1892. 
W.  H.  Murphy,  '93  (Capt)  ;  H.  O.  Bowers,  '92;  W.  F.  Carter,  '95; 
H.  T.  Jackson,  '92  S.  ;  W.  Norton,  L.  S.  ;  A.  F.  Harvey,  '93;  L.  T.  Bliss, 
'93  S. ;  M.  H.  Beall,  '93  S. ;  G.  B.  Case,  '94. 

1893. 

J.  H.  Kedzie,  Jr.,  '93  S. ;  W.  F.  Carter,  '95;  F.  B.  Stephenson,  '95  S. ; 
M.  H.  Beall,  '93  S. ;  L.  T.  Bliss,  '93  S.  {Capt.) ;  F.  Rustin,  '95  S. ;  T.  S. 
Arbuthnot,  '94 ;  W.  H.  Murphy,  '93 ;  G.  B.  Case,  '94 ;  J.  B.  Speer,  '95. 

1894. 
J.  C.  Greenway,  '95  S.  ;  W.  F.  Carter,  '95 ;  F.  B.  Stephenson,  '95  S. ; 
F.  T.  Murphy,  '97  ;  F.  Rustin,  '95  S. ;  T.  S.  Arbuthnot,  '94 ;  J.  B.  Speer, 
'95 ;  G.  O.  Redington,  P.  G. ;  G.  B.  Case,  '94  (dipt). 

1895. 
J.  C.  Greenway,  '95  S.  ;  W.  F.  Carter,  '95  ;  E.  I..  Trudeau,  '96;  F.  B. 
Stephenson,  '95  S. ;  J.  R.  Quinby,  '95  S. ;  F.  Rustin,  '95  S.  (Capt.) ;  S.  L. 
Quinby,  '96  S. ;  J.  B.  Speer,  '95  ;  G.  O.  Redington,  P.  G. ;  H.  M.  Keator, 
'97  ;  H.  W.  Letton,  '97  S. 

1896. 

F.  T.  Murphy,  '97  ;  E  L.  Trudeau,  '96;  G.  C.  Greenway,  Jr.,  '98  S. ; 
H.  W.  Letton,  '97  S.;  C.  A.  H.  de  Saulles,  '98  S. ;  S.  E.  Quinby,  '96  S. 
(Capt.) ;  F.  B.  Smith,  '96  S. ;  A.  N.  Jerrems,  '96  S. ;  II.  M.  Keator,  '97; 
C.  G.  Bartlett,  '99. 


576  YALE. 

1897. 

H.  M.  Keator,  '97  {Capt.);  J.J.  ilazen,  '98:  H.  W.  Letton,  97  S.; 
G.  C.  Greenway,  Jr.,  '98  S. ;  E.  ¥.  Hamlin,  M.  S. ;  B.  W.  Farnham,'97  S. ; 
S.  B.  Camp,  1900 ;  H.  B.  Wallace,  '99;  C.  M.  Fincke,  '97  ;  A.  C.  Good- 
win, 1900 ;  M.  L.  Fearey,  '98. 

1898. 

C.  A.  H.  de  Saulles,  '99  S.;  J.  W.  Wadsworth,  '98;  J.  W.  Wear,  '99; 
G.  C.  Greenway,  '98  S.  (Capt.)  ;  H.  B.  Wallace,  '99 ;  S.  B.  Camp,  1900 ; 
J.J.  Hazen,  '98;  C.  E.  Sullivan,  1900;  M.  L.  Fearey,  '98;  E.  M.  Eddy, 
'99  S. 


CHAPTER  V. 


TRACK   ATHLETICS. 


TRACK  athletics  at  Yale  were,  during  their  in- 
fancy, really  but  a  side  show  of  intercollegiate 
boating.  It  is  true  that  the  first  field  games  of  the 
athletic  association  were  held  in  New  Haven  in  1872; 
but  the  first  games  of  any  real  interest  were  in  1874, 
when  Yale  sent  two  representatives  to  the  intercolle- 
giate contest  at  Saratoga.  These  two  men  were  Nevin 
and  Maxwell.  Natural  athletes  in  every  sense,  there 
was  no  style  or  form,  according  to  present  day  stand- 
ards, about  either;  but  both  were  racers,  and,  when  they 
got  on  their  marks  against  other  men,  were  pretty  sure 
to  get  in  ahead.  This  was  demonstrated  at  that  meet- 
ing at  Saratoga,  when  Nevin,  although  slipping  and 
almost  going  down  at  the  start  of  the  hundred,  still 
finished  ahead  and  was  credited  with  ten  and  a  half 
seconds.  Maxwell,  who  ran  in  the  hurdles,  also  won 
his  event,  but  in  twenty  and  a  half  seconds,  time 
which  under  present  day  records  seems  very  slow  and 
out  of  all  proportion  to  the  time  accredited  to  Nevin 
in  the  hundred.  There  is  no  question,  however,  but 
that  the  time  has  improved  more  in  the  hurdle  than  in 
the  short  event.  The  writer  well  remembers  both 
these  men.  They  not  only  represented  Yale  in  track 
athletics,  but  on  the  ball  nine  as  well,  Maxwell  being 
a  very  clever  second  baseman,  and  Nevin  a  speedy 
pitcher. 


578  YALE. 

At  the  outset  the  athletic  association  was  under  con- 
trol of  the  boating  and  baseball  association,  and  the 
events  were  very  limited;  but  the  interest  inspired  by 
the  winning  at  Saratoga  brought  forth  good  results, 
and  in  1875,  Maxwell  went  up  again  and  won  the 
hurdle,  while  Trumbull  won  the  half  mile  and  took  a 
second  in  the  quarter  mile.  Trumbull  was  a  fine  speci- 
men of  manhood,  over  six  feet  in  height,  and  weigh- 
ing in  condition  over  a  hundred  and  ninety  pounds. 
He  ran  a  very  even  pace  throughout  the  entire  distance, 
and  was  a  very  graceful  performer.  He  was  on  the 
crew  as  well ;  but  shortly  after  the  race  at  New  London 
the  following  year  he  was  drowned  while  endeavoring 
to  save  a  child  who  had  fallen  overboard  from  a  yacht. 
In  1876,  Yale  brought  out  one  of  the  leaders  in  the 
development  of  hurdle  racing.  This  was  Wakeman, 
who  ran  the  120  yard  hurdle  in  i8|-  seconds.  He  was 
the  first  man  to  take  a  fixed  number  of  steps  between 
the  hurdles,  and  his  work  was  much  commented  upon 
and  greatly  admired. 

During  the  first  few  years  of  the  track  games  at  New 
Haven  it  was  a  difficult  thing  to  secure  entries.  The 
writer  remembers  being  asked  by  one  of  the  Doles  (for 
the  Dole  Brothers  were  of  very  great  assistance  in 
bringing  out  the  track  athletes  about  this  time)  to 
take  part  in  the  games.  The  writer  was  then  playing 
on  the  ball  nine,  and  had  stepped  over  to  the  track  to 
watch  the  work  of  the  track  men.  Upon  asking  what 
event.  Dole  replied,  "Why,  any  that  you  like."  After 
going  down  and  examining  the  prizes,  which  were  on 
exhibition  in  a  tailor's  window,  the  writer  concluded 
that  the  prize  for  the  hurdle  was  by  far  the  most  valu- 
able.    He  therefore  entered  for  that  event,  and,  after  a 


TRACK  ATHLETICS.  579 

day's  practice  and  at  the  expense  of  sore  shins,  won  the 
race  and  a  silver  pitcher.  At  this  time,  1877,  the 
intercollegiate  games  were  held  at  Mott  Haven  for 
the  first  time ;  and  for  three  years  in  succession 
Columbia   won   the   cup. 

Yale's  work  in  these  years  in  track  games  was  very 
mediocre,  and  it  was  not  until  1880  that  the  work  of 
Cuyler,  a  Yale  mile  runner,  who  established  the  then 
phenomenal  record  of  4  minutes,  37I  seconds,  brought 
back  some  of  the  old  enthusiasm  that  had  been  stirred 
into  being  by  Nevin,  Maxwell,  and  Wakeman.  Har- 
vard won  the  cup  in  1880,  1881,  1882,  1883,  1884,  1885, 
1886,  although  in  this  last  year  the  result  depended 
upon  the  decision  of  the  judges  between  Rodgers  and 
Sherrill  in  the  100  yards.  For  all  this,  in  1882,  Yale 
sent  out  a  man  who  was  of  the  greatest  credit  to  the 
university,  H.  S.  Brooks,  who  ran  the  100  yards  in 
10^,  and  the  220  in  22|-.  This  man  also  beat  Myers, 
the  most  noted  athletic  club  runner,  in  a  220-yard  race 
in  New  York.  Yale  did  nothing  of  note  in  the  way  of 
production  of  men  after  this  until  Sherrill  came  to  the 
front  in  1886.  Coxe  came  out  also  this  year  and  broke 
the  intercollegiate  record  of  hammer  throwing.  The 
following  year  Yale  won  the  cup,  having,  in  addition 
to  the  men  already  mentioned.  Shearman,  who  made  21 
feet  7^  inches  in  the  broad  jump,  and  Harmar,  who 
lowered  the  mile  record  to  4  36|.  In  1888,  Yale 
dropped  back  to  second  place,  although  Sherrill  won 
both  the  100  and  220,  and  Harmar  the  mile  run,  and 
Shearman  the  broad  jump  and  pole  vault.  Yale's 
weakness  was  in  her  second  string  men.  In  1889,  ^ale 
paid  more  attention  to  second  places,  and  won  the  cup 
with  four  firsts  and  five  seconds,   Sherrill  again  win- 


58o  YALE. 

ning  both  his  events,  Shearman  taking  the  broad  jump, 
and  Clark  the  two-mile  bicycle.  The  following  year 
Yale  had  to  be  content  with  second,  although  Wil- 
liams, who  took  second  place  the  year  before  in  the 
hurdles,  came  to  the  front  and  lowered  the  record  to 
1 6^  seconds. 

The  next  year  Yale  and  Harvard  formed  a  dual 
league  in  track  athletics,  although  both  universities 
still  stayed  in  the  intercollegiate.  The  games  between 
Harvard  and  Yale  were  held  at  Cambridge,  and  Yale 
was  disastrously  defeated,  her  best  man,  Sherrill, 
breaking  down  completely.  Harvard  also  won  the 
intercollegiate  games,  Yale  barely  getting  out  ahead 
of  Princeton.  In  1892,  the  Yale-Harvard  games  were 
held  at  New  Haven,  and  Harvard  again  won,  though 
by  a  margin  of  only  ten  points.  In  New  York,  Har- 
vard repeated  the  victory,  taking  the  intercollegiate 
cup.  Yale,  however,  brought  out  a  man  in  the  short 
distance  events  who  won  easily,  and  who  in  that  year 
and  the  next  never  failed  to  get  in  ahead  of  his  field, 
no  matter  how  many  times  he  was  sent.  That  was 
Swayne.  Allen,  another  Yale  man,  ran  a  close  second 
to  Swayne  in  the  100  yards  and  220,  and  would  un- 
doubtedly have  won  first  place  from  anybody  but 
Swayne. 

Since  1892,  the  heroes  at  Yale  in  these  Intercollegi- 
ates  have  not  been  the  sprinters,  but  have  been  more 
apt  to  appear  in  the  other  events.  Richards  was  too 
much  for  the  English  runners,  as  well  as  those  of  Har- 
vard, in  the  short  distances ;  but  at  the  Intercollegiates 
he  could  not  show  at  the  front,  as  the  pace  was  too 
high.  In  the  high  hurdles,  however,  Yale  has  had  in 
Perkins  a  man  able  to  win  in  the  field  of  all  colleges 


TRACK   ATHLETICS.  581 

as  soon  as  Chase  of  Dartmouth  was  out.  Until  Kraenz- 
lein  of  Pennsylvania  appeared  Perkins  was  master  of 
the  situation.  In  the  weights,  Chadwick  rose  above 
the  rest;  and  in  the  pole  vault  Allis,  Johnson,  and 
Clapp  raised  the  bar  above  their  competitors.  Shel- 
don also  stood  out  in  the  broad  jump.  In  distance 
running,  Yale  has  never,  up  to  the  present  date,  been 
strong,  Morgan  getting  the  nearest  to  the  front.  The 
four-forty  has  always  been  a  weakness  for  Yale,  as  has 
also  the  high  jump.  The  usual  effect  of  the  presence 
of  a  fine  performer  at  Yale  has  been  to  stimulate  inter- 
est in  that  particular  event  in  which  this  leader  was 
especially  conspicuous.  PYom  this  followed  naturally 
as  a  result  the  improvement  of  the  performances  in 
that  event,  and  when  the  leader  graduated  there  were 
usually  for  a  number  of  years  able  men  to  succeed  him. 
In  this  way  the  university  once  sending  out  a  special- 
ist, not  infrequently  followed  him  with  several  other 
star  men  in  the  same  line. 

But  there  are  other  things  beside  star  performers 
necessary,  to  keep  steady,  and  of  regular  interest,  this 
branch  of  athletics.  Individualism  tends  so  strongly 
in  track  athletics  to  break  down  united  interest,  and 
the  cohesive  element  of  team  work,  so  strong  in  other 
sports,  being  lacking,  there  must  needs  be  extraneous 
stimulus  introduced  from  time  to  time. 

Thus  Track  Athletics  at  Yale  are  marked  by  certain 
epochs  from  which  should  be  dated  the  rise  and  fall  of 
interest  in  that  particular  branch.  Generally  speak- 
ing, these  epochs  arc  the  institution  of  the  Mott  Haven 
games,  the  formation  of  the  Harvard-Yale  Cup  Asso- 
ciation, the  visit  to  Oxford,  and  the  match  with  Cam- 
bridge in  this  country. 


582  YALE. 

Previous  to  the  advent  of  certain  heroes,  and  the 
issue  into  prominence  of  Yale  at  the  Mott  Haven 
games,  track  athletics  had  been  looked  upon  as  that 
branch  of  sports  to  which  the  man  unfit  for  rowing  or 
baseball  turned  as  a  last  resort.  In  the  early  days  all 
the  men  of  prominence  in  track  athletics  were  loaned 
to  the  Athletic  Association  by  the  baseball  nine. 
Nevin  was  the  pitcher  of  the  nine,  and  when  he  came 
on  to  the  track  during  the  few  moments  he  could  spare 
from  the  nine,  all  the  lesser  running  lights  were 
dimmed  into  insignificance.  When  Maxwell,  the  sec- 
ond base  man,  came  over  and  tried  the  hurdles,  he 
eclipsed  every  one  at  once.  Later  Trumbull  of  the 
football  team  and  crew  and  Wakeman  of  the  football 
team  lent  their  prowess  to  the  Athletic  Association. 

But  the  time  came  when  the  track  men  could  stand 
up  for  themselves,  when  they  gave  Cuyler,  the  mile 
runner,  to  the  football  team,  when  their  sprinters  could 
defeat  any  of  the  fast  men  of  the  other  organizations. 
Then  it  was  that  this  branch  began  a  career  of  its  own. 
The  Mott  Haven  contests  became  of  interest  to  the 
college  at  large.  Men  began  to  train  regularly  and 
specifically  for  this  branch  of  sport.  The  entries  of 
other  colleges  extended,  the  events  were  made  more 
attractive  to  spectators  in  various  ways,  and  track 
athletics  became  as  stable  an  annual  sport  at  Yale 
as  the  boat  race. 

With  the  growth  of  the  Intercollegiate  Athletic 
Association,  due  to  the  addition  of  more  colleges  to  its 
membership  and  the  increased  number  of  entries  from 
each  college,  came,  however,  a  feeling  that,  as  a  meas- 
ure of  the  relative  merits  on  track  and  field  of  the 
Harvard  and  Yale  representatives  in  these  sports,  the 


TRACK   ATHLETICS.  583 

annual  meeting  was  a  failure.  The  veterans  of  former 
teams,  men  most  interested  in  this  line  of  sport,  desir- 
ing to  have  as  thorough  a  test  and  as  interesting  a 
rivalry  here  as  had  grown  up  between  the  two  colleges 
in  boating  and  other  sports,  collected  a  committee  com- 
posed of  representative  graduates  of  both  universities, 
and  this  committee  devised  the  plan  of  offering  a  cup 
to  be  competed  for  annually  for  a  series  of  years,  by 
teams  representing  Yale  and  Harvard.  A  formal  deed 
of  gift  was  drawn  up,  and  was  accepted  by  the  two  Uni- 
versity organizations.  Thus  was  inaugurated  a  sec- 
ond and,  if  anything,  a  still  more  enduring  guarantee 
that  track  athletics  should  be  perpetuated. 

The  next  feature  marking  the  progress  of  this  branch 
at  Yale  was  that  of  International  competition.  For  a 
number  of  years  it  had  been  in  the  minds  of  those 
especially  interested  in  boating  that  an  International 
race  with  Cambridge  or  Oxford  should  take  place.  It 
had  been  approached,  but  had  never  taken  on  sufficient 
form  to  bring  it  to  a  head.  Suddenly  the  same  desire 
seized  upon  the  track  athletes,  or  rather  upon  the 
graduate  advisers  of  these  young  men ;  and  as  the  ob- 
stacles to  such  a  meeting  were  in  this  case  far  less 
formidable  than  in  the  case  of  the  crew,  it  was  not 
long  before  such  a  contest  became  not  only  possible 
but  very  probable.  The  presence  in  England  of  one 
of  Yale's  former  heroes  of  the  cinder  path  and  his 
indefatigable  vigor  resulted  in  an  arrangement  for  a 
Yale  team  to  visit  Oxford  and  to  meet  later  at  the 
Queen's  Club  grounds,  London,  a  representative  team 
of  Oxford  track  men.  The  Yale  men  went  over  and 
enjoyed  a  most  delightful  visit,  but  were  beaten  in  the 
meeting,  winning  only  3.]  firsts,  and  those  points  due 


584  YALE. 

largely  to  their  weight  men.  It  had  been  in  earlier 
days  presumed  that  the  quicker,  more  highly-strung 
American  athlete  would  show  to  advantage  in  sprints, 
rather  than  in  the  more  heavy  work  of  weight  putting; 
but  the  presence  of  the  phenomenal  hammer  and  shot 
putter,  —  phenomenal  in  that  day,  though  now  surpassed 
—  Captain  Hickok,  and  the  rather  unusually  mediocre 
sprinters  reversed  such  a  result. 

It  was  not  long  before  Yale  wanted  another  chance 
at  her  British  cousins;  and  an  interchange  of  corre- 
spondence, assisted  once  more  by  the  good  graces  of 
Mr.  Sherrill,  brought  about  a  visit  from  the  Cambridge 
team,  —  the  team  that  had  recently  defeated  Oxford  in 
their  annual  games.  Here  the  tables  were  completely 
turned,  Yale  winning  by  an  even  greater  margin  at 
Manhattan  Field,  New  York,  than  had  Oxford  on  the 
Queen's  Club  Grounds. 

Meantime  Yale  had  also  been  making  a  most  envi- 
able showing  at  the  Intercollegiate  meets;  for  all  of 
which  proper  credit  should  be  given  Murphy,  their 
trainer,  and  the  graduates  who  also  assisted  in  the 
development  of  the  teams.  But  in  1896  the  Univer- 
sity of  Pennsylvania  began  to  make  strides  in  the 
direction  of  track  athletic  successes,  and  in  1897  the 
team  from  that  University,  which  had  the  previous 
year  secured  the  services  of  Murphy,  came  to  the  front 
and  defeated  Yale  in  the  Intercollegiates,  Yale  win- 
ning her  dual  contest  with  Harvard,  however.  In  1898, 
Yale  fell  still  farther  behind  in  this  branch,  being 
defeated  by  Harvard  in  the  dual  games,  and  completely 
swamped  by  Pennsylvania,  and  beaten  out  by  Harvard 
and  Princeton  in  the  Intercollegiate. 


TRACK   ATHLETICS. 


"Winners  of  Intercollegiate  Meets. 


1876. 

Princeton. 

1S84. 

Harvard. 

1892. 

Harvard. 

IS77. 

Columbia. 

1885. 

Harvard. 

1893. 

Yale. 

1878. 

Columbia. 

1886. 

Harvard. 

1S94. 

Yale. 

1879- 

Columbia. 

1SS7. 

Yale. 

1S95. 

Yale. 

IS80. 

Harvard. 

1888. 

Harvard. 

1896. 

Yale. 

I88I. 

Harvard. 

18S9. 

Yale. 

1897. 

U.  of  P. 

1882. 

Harvard. 

1890. 

Harvard. 

1898. 

U.  of  P. 

ISS3. 

Harvard. 

1891. 

Harvard. 

586 


YALE. 


o 
o 

o 


o 

Wakeman,  Yale. 

Young,  Dartmouth. 
White,  Wesleyan. 
Green,  Princeton. 
Noble,  Princeton. 
Mann,  Princeton. 

"Soy 

<j     ^       •       ■     ^     r-" 

CJ    1>    u    c    ^    ^ 
.  Q     ,   tn  t/>  (D  ■-!  •—  "^ 

"  aj  o  ^^j^  w  „|^-^H^' 

Stevens,  Williams      .     .     . 
W.  J.  Wakeman,  Yale   .     . 
Stevens,  W^illiams      .     .     . 
R.  A.  Green,  Princeton  .     . 
Stimson,  Dartmouth       .     . 
W.  M.  Watson,  C.  C.  N.  Y. 
J.  Pryor,  Columbia    .     .     . 
H.  L.  Willoughby,  U.  of  P. 
J.  M.  Mann,  Princeton  .     . 

> 

loo-yards  dash      .     . 
i20-yards  hurdle  .     . 
440-yards  run  .     .     . 
Half-mile  run  .     .     . 
One-mile  run    .     .     . 
One-mile  walk      .     . 
Running  high  jump  . 
Running  broad  jump 
Putting  the  shot  .     . 

TRACK  ATHLETICS. 


587 


£  o  2  o 


s,  U. 
tranc 
mmo 
atson 

1*  _r    .    -    - 

D    J5    Oi  > 

one 
nsor 
rkin 
nson 
rkin 

KwS^. 

^  (U  rt   0)  rt 

wmb?^ 

-£.c/)fec^  J^ 

^  ^  f)  ^ 

.    .    .    .SJ^^ccc    .-5 
u  o  u   u  "   ""  in  -^  —  .S  *^   _ 

tn   tn    tn   ^   n   ro  O   _  _   r^  cjn  u   " 


O  00    ("Olo 


P    P    S"^    ON 


Oi    OS 

•••SS • 

•  c    •  o  o  .5  '^  ^    •  S 

p:  s&^^^^-g  I  op:  ,,§  J! 

J  ^-  u   S   g   tn   Ml  ?i,  0)  U   „-^ 

.  c    .        .  (u-c        .  5  13  ij 


Bi  e 

c  3    •    •  E 

^        ...       ^^'IT  .  o^ 
-S-H-Scc  ^:^^  I    .-So. 

rt3c833Srttog  "^ 

'■r^'-r^  ^""^  i  <u  c  c  if  "t;  2 

gooortccsa^sx: 


•=-5  to 


588 


YALE. 


.  ■                   c 

•     .        >-         ^           .   o 

5 

w 

.rt  bo  rt  c/3  cAj  S    .    .  •£  K  ?;  '^ 

^  Pq  ^  ^V^O  ^  d  HH  W  t-^Jti 

_ 

-J  (J  o     .  ^        s     . 

To  u 

.    .    .    .  u  i5  ^  c.=      •-"  c 

oooutntfl^.S^^^      rttM-" 

K  - 

4)    0)    4J    <U  _^^,  „o54.    .    "^tf  jj    >-    OS 

ii 

H° 

„^^^«        nr. 

...                 .      ■    ci   ci^     .     • 

.S     .2.2      o!^^    . 

c 

i> 

•  U    -OU  y^j    .    -U.S.S 

hJPl^k-I  =  3  5  Ji  o  o  £!:3:5 

h-i>i-H    .    .-"-^            n  ri  n 

ffi  H  K  <  <  S  U  h-l.^^'J  fc  '>^ 

a  •    •  ^ 

as          = 

«j 

1)           _                     3  •'->    _  J-.   rt 

W 

'0^-ni->-?&-_S_^^4J-" 

t«    U5    U5    («    OJ    „,    J,    .  „        -—  —    fcO 

j-.;-^.ii-ir-*^-p3cf^   CuO'r' 

rirtrtrtCP!--—  •—    >cS 

TRACK  ATHLETICS. 


589 


rt     .  ^          trJ     •                            0 

•—    n^        .-1  j3                      •  *j 

-^•-   b       -^  ti   .        r^   S  " 

s-5  g,.  £-^V;&:o2  y 

•S  ^  ii  Sr=^  ^^  -=S  0- 

i 

C/2 

(5  ^  [^  ^^M  ci'  h4  d  d  ^u  pi 

"m)  y 

u   0  u   cj  !fl   ■"   a)  •-     .  .S         " 

M^ 

lU    OJ    U    0)         ™n^_,^-4--         '^^  i-i 
c«    (O    «    «    <~1    -(-  Sj^  "^^    <^0C1 

«r5 

^wm^-^nvj^+o  "  '^            0  jj  jj  ii 

■1^ 

J3  J 

•••-■!:;«« 

IrtgrtiSo-^SSrtEc 

v: 

Cl,  >  ^-33'^  £^^3  0  <^ 

□ 

■-^  .n  <"  «  !«  ■."  oT  ?^  ^f  ^  Ph  ;i^ 

c 

oT-a'?  £SJo~  ^  S  ^    -   .   . 

ffi  ^W  U  J  U  d  ►-^^tt''  ^  I^ 

ag--    -i 

S5--S 

^ 

Cj                                   3  ■""*        J-*    n3 

0) 

■s-s-s-SrSiJij  wrJ 

u   i-r   ^-1  V-  c  •::;■'-'   C   c   rt  odt* 
rtrtrtrtCgg-;^*;::    >C    S^ 

6  6^6'6^i^i|^il 

5QO 


YALE. 


rt                           -d 

n,  Columbia, 
ale. 

isell,  Columbi 
Columbia, 
r,  Columbia, 
:e,  Harvard, 
ick,  Harvard. 
,  Columbia, 
pson,  Harvar 
,  Harvard. 
Brown. 
Brown. 
,  Columbia. 

•a 

c 
o 

to 

,  Brow 
nes,  Y 

G.  Bis 
mbes, 

Taylo 
iorndil< 
.  Herr 

Say  re 

Thorn 
Keene 
Irons, 
Irons, 

Field, 

^^^c^uKH^ffiffiKj^^'^ 

a  Q  p.,;  c<  d  <  ^  si  bi  ;i^  x"  cr^  ?^ 

c. 

c. 
c. 

;ec. 
sec. 
sec. 
in. 
in. 
in. 

in. 

sec. 

ult.) 

^  ^  ^  ^  cT-^-i:^.  ^'^'^^^ 

-.■  — 

-rtJ^-«MM|nrt(,n    .    "^  "^    .   "  ^  .iJ  *i        -u 

^Q 

0  CNTj-ioe    .    . i: "•" ii cS -^^  e  '-' 

13     '    0     '      '     " 

Xh               -*-» 

ell.  Harvard 
g,  Lehigh      . 
ell.  Harvard 
ell.  Harvard 
rd,  U.  of  P. 
uyler,  Yale  . 
;,  Columbia 
iston,  Harva 
sr,  U.  of  P.    . 
sbury.  Prince 
e,  Stevens     . 
Columbia 
ts,  Yale    .     . 

'OC-a'vDrtUt^C    >,-^    <=,      'h 

cpcc-:    .^.Crt^gjsj^rt 

_..!).. 

D-             c 

^S              5 

a  3  •  •  £  •  • 

+- 

(u                           3— >      ..-  ^5  " 

> 

ash 
urdI 
ash 
ni    . 
un  . 
m    . 
alk 
gh  j 
oad 

sho 
heh 
icyc 

dsd 
ds  h 
dsd 
ds  n 
ile  n 
le  ru 
lew 

Ig  br 
mlt 
the 
ngt 
ileb 
war 

^^^^:±i  i  i  s  50-5  a  g  „ 

OOOOr3sc337^'5'-fe3 

TRACK  ATHLETICS. 


591 


rt        pj 

c 

8 

enkins,  Jr., 
Trovvbridg 
enkins,  Jr., 
Willson,  P 
Parker,  1) 
orndike,  H 

Herrick,  '. 
Sayre,  Col 
Thayer,  U. 
.rrinian,  Pr: 

Wilson,  L 
Porter,  Co 
lliston,  Hai 

^^^d^H^KuK^M^ 

H.:,^  h1.u  K  <i  ^  =4  d  d  ^  Q  c« 

U     0     0     U     «     «     '"•=^M.--              v.." 

aS 

rHHu-'mrt>o.*iu-5        -*  ro    .   4J  4.;  *J  iJ 

OOOrOrOrJ      •      ..*->'<-'VM'-k.v.^ 

■=    L. 

H  ° 

rt     ■ 

cS           .  S     • 

:5^    s 

c 

Wendell,  Harvard 
ow,  Lehigh,         .     . 
Wendell,  Harvard 

Ballard,  U.  of  P.   . 
Coolidge,  Harvard 
,  W.  Cuyler,  Yale 
.  Sayre,  Columbia  . 
oren,  Harvard    .     . 
Jenkins,  Jr.,  Colum 

.  Dalrymple,  Lehig 

Moore,  Stevens     . 

Montgomery,  Colu 
.  Reed,  Columbia    . 
:eton. 

> 

M 

ards  da 
ards  hu 
ards  da 
ards  rui 
mile  ru 
mile  rut 
mile  wa 
ling  hig 
ling  brc 
vault    , 
ng  the  : 
iwing  th 
■mile  bi 
of  war 

OOOOrtcC33o3-CS^3 

0  ri  ri  -t^  '^  -^  V  V  -   -  ;-c  !-H  ;-. 

592 


YALE. 


ai 

ii                       x) 

rt  ?irt          -     .        rt        C 

§ 

oi  M  c/5  d  ^  K^S  ?^  ?^  d  u  u  pi 

,;     0     U               .                •     r^     '^ 

w  oj  (u     ■  ^     ■  c:  '-  <i> 

ffi5 

<u3 

"i^t:"c5",^,.  ^^d'^d-.tiT 

.3  J- 

""^  ^s  g  s-1?;c^fot-s 

H  ° 

"^r^                     ^VO 

■  ,<$,.                  .      .      .    tU      .      .      .     . 

-Q       'O  T3                  '^ 

Ill's -sli^J^fs^. 

i; 

?» 

ffi-i,S^^dffi^KA^<iGwu 

a,  •  •  §  •  • 

g-S   .  .  5   .  . 

^ 

0                                   3  ■' — •        *j    nl    <D 

c 
> 

oooOrt?:ii:-37;t;-^3 
0  M   ri   Tj-i_i  j:;  JC  j;  _>  >*  j^  r^  r     r 

TRACK  ATHLETICS. 


591 


u  "3  >-" 


o  5-1    -, 

X  .  f 


O   t«   c 

^      "SIS  o 

Ot3   o  g   u 

„-  >  £  o-c 

o  «    .O  ^ 

C  *"■    rj    w    c 

o  rt  <^  c: 

:^X  ■  ^ 


'ud 


K2 


«    .s      •-«       <« 


CJ   (U   <u 

a 

r 

C.5 

(3  (J  1)  m   i« 

't-t 

•— • 

OJ    CJ    "m^.-Nlw 

-fci 

vo 

ii^    n 

">    <"    MCC  O 

U^ 

r^OrJ^n      .     fOM 

^* 

o  *:  *: 

N  vT)  c  g  e 

»ri 

o 

>^CO 

UPlh^.S.S 


>    V4-1 


O  c  .2  2    .S 


d266 


EK 


^-^  d  ex's  45 

^  eu  E  K  <  ^ 
^fficJdUh-i 


(X  •   -^   ■   ■ 

ex    P  g 

'o i.E,"^Si^' 

u   t-,   u   >-<   a'7i";Z      c      era   bJO'C   g  uj 
ROOO'^CC       3       =-0    3^>3 


594 


YALE. 


■6 

rt 

0) 

olumbia. 
olumbia. 
ell,  Yale. 

> 

X 

> 

5 
U 

c5 

13 

B 

3 

U 

o 

UU 

t) 

a 

.^ 

tc 

> 

-a 

o 

■B-3 
'11 

oj   d   c3   rt 

»_uSS 

W 

K 

OJ 

Pi 
< 

^ 

^ 

X 

UU 

ffi 

X 

ffi 

u 

X 

1-^ 

<u 

<U    <U    <U    <L>  _„kna5h«">^  ^  ^22^  CI  •-■►« 


'u  ? 


3    rt    ^■> 

'      .  O    O 
1-   O   o 


oj   rt   o  ^ 
•^   rt    C    CJ   O        -^ 

a;  >,  K  5  .S  "Ij^  ^  > 
o  -S  S'u  ^  "^  -    ^ 


^  rt  =r 


LJ    ^    <-    C^    >"n_!4 

0)  .i:^   <i> . 


a!     •     • 


g   §     •     •   g     •     • 

k-   t-   V,   >-  ■,-  -^2  •"   C   C   ro  ho-—  -p  y_, 

nSrtrtniCgg-p-—    >c?CIO 

OOOOrt)='c35'7^-^5:3 


TRACK  ATHLETICS. 


595 


e«  OS 

rt 

C 

2^3 

o 

5  S 

s 

3 

o  o 

« 

u 

uuu 

r^ 

c-o 

^'- 

JS 

o 

^ 

U 

o 

<u     . 

Q<Q 

w 

7J:fic/5!J 

"o  ?  S 


1-        ^3 


.  -  <"  E  cj  "^  >  > 


(/)    P    (U 


■  c4     ii 


U  c  Q 
•  o    . 


o  <->  u  C     .  cJ 

nk(-.«^nroKOMhn  '^  ■*  N      .    -iJ     ^  4J   jJ    ^ 
OONCO'^e      •      •  ui         ■±i         ^    ^ 


C   1, 

S  o  > 


-.5 
1)      IS 

^     0° 


--^ «  O  lii  u  K  g 


fe'^^^Kpiii;^  ^j\  ^<i,  J 


Q,  •    •  2i    ■    • 

S§--6^- 

to    tn    r/l    «5    OJ    J,    ,,    .  .  ^,-2  ■£    tfl  0)    ;^ 

o  6  4  6^^  i  JJ  I  g-lll  g  5° 


596 


YALE. 


• 

C 
O 

C.  H.  Sherril),  Jr.,  Yale. 
J.  D.  Bradley,  Harvard. 
E.  H.  Rogers,  Harvard. 
A.  Coit,  Yale. 

C.  N.  B.  Wheeler,  Harvard. 
E.  P.  Holton,  Amherst. 

H.  H.  Bemis,  Harvard. 
H.  L.  Clark,  Harvard. 
R.  D.  Smith,  Harvard. 
T.  G.  Shearman,  Yale. 

D.  B.  Chamberlain,  Harvard. 
D.  B.  Chamberlain,  Harvard. 
J.  C.  Kulp,  Yale. 

'11 

.   .  -^i i.s.B c.s.s y 

O    tJ    CJ    U    So    ■"    ="                 •"                   Cfl 

"          "    ^S    g    gv.    o    oco   X-.2 
a   .rt.  j^  "^  <•<    "   ro  C7\\0 

s 

E.  H.  Rogers,  Jr.,  Harvarc 
W.  H.  Ludington,  Yale 
W.  Baker,  Harvard    .     . 
S.  G.  Wells,  Harvard     . 

F.  R.  Smith,  Yale       .     . 
R.  Faries,  U.  of  P.     .     . 
E.  C.  Wright,  Harvard 
W.  B.  Page,  U.  of  P.  _  . 
C.  H.  Mapes,  Columbia 
A.  Stevens,  Columbia    . 
A.  B.  Coxe,  Yale        .     . 
A.  B.  Coxe,  Yale  .     .     . 
C.  B.  Keen,  U.  of  P.       . 
Harvard. 

> 

loo-yards  dash      .     . 
120-yards  hurdle  .     . 
220-yards  dash      .     . 
440-yards  run  .     .     . 
Half-mile  run  .     .     .     . 
One-mile  run    .     .     . 
One-mile  walk       .     . 
Running  high  jump 
Running  broad  jump 
Pole  vault    .... 
Putting  the  shot   .     . 
Throwing  the  hammer 
Two-mile  bicycle 
Tug  of  war  .... 

TRACK  ATHLETICS. 


597 


"O-U                         <U 

^  l3  13    .  c«          ?,     .2 

-d 

arvar 
le. 

Yale 
lumb 
,  Har 
,  Har 
arvar 
olum 
Yale 
Yale 
Lafa 

olum 

3 

M 

.  Rogers, 

Berger, 

.  Robins 

.  Banks, 

Davenp 

Davenp 

Wright, 

Richards 

.  Robins 

Shearni 

Rohrba 

rinton,  U 

Maguire 

apQ?:s<<u>.?=Oi;«< 

WUfe'ffiUCJW'OfeH  i-^ci  W 

<u  <u   r,  lu 
•/)   «   «^  <n 


.   (j   (U   <fl   J^--—       — -1=   « 
^  <"  t^S^'S  t^r-^  CN^T^ 


•^  t^    ■ 

r  c  rt  >  ph 

:   R  O   V   tn 

H  e^  ^  .Si 
JSh.;  ■  ^ 


so     ^^  o  v- 

'   -  £  -c  -• 

S'S^  X  x- 

-™    r;    O  o  O 


-  O  O  M  M  -A^ 


£§••£•• 

^^    <-*     '     '      *  _v  '^^T3         ^  ""•    H 

'a-a-o'd.'r.Si.i;  mms  »..  =  .'=  ^ 
rtrtncTiCg£---g-'CPCo 

R   S  S   2..i2    C33303-C^3 

2  ::  ?j  5KOOP^«(S;iHhHH 


59S 


YALE. 


'•a  o 


>   n!   O 


fqh4S 


p-i<;u[ 
uud( 


lu  o  t,  o 
bC  J^  i-  o 


■J)  Oi  tn  ^yfZ^  OS  I 


6  cj  "7  -S  .5      •'7' 
1  tn  tfl  —  ''3  vc  c;  o 


O   N   (S 


S   C   C   C  „  N^^  o  ^      cr^ 


^^' 


„---a  K 


i^  >  ^ 

.^  W  h-i 


>  o  0115  j5 


;  :z;  ii  "!  .- 


JS   rnCJ  1)  t;   c   c  o  1- 

-TL.S  ^  ^    10    I.    t-    CC    <u 


ME 


2^  ^  u  K  s  cfi  a  o  o  p- -A  I 

a  ^  H  pi  ffi  d  :-<■  H  H  K  <  s 


g^  •  •  p  • 

/  •  ■  s  5  •  •  a  • 

^    O     D    5  -^         4-.  rt 

'y5tntoon)iuiut2tn'7"„  .  .";=  "S  S?  k 

>-,  >-<  >-.u::.    1         A  ^  >^  r  r  fl)  'z;  ci  .  . 


TRACK  ATHLETICS. 


599 


•6 
o 

E.  C.  Moen,  Harvard. 
J.  P.  Lee,  Harvard. 
W.  C.  Downs,  Harvard. 
A.  S.  Vosburgh,  Columbia. 
W.  Harmar,  Yale. 
J.  E.  How,  Harvard. 
W.  B.  Greenleaf,  Harvard. 
H.  L.  Williams,  Yale. 
H.  L.  Williams,  Yale. 
R.  G.  Leavitt,  Harvard. 
V.  Mapes,  Columbia. 
T.  G.  Shearman,  Yale. 
H.  A.  Elcock,  Yale. 
H.  F.  Allen,  Harvard. 
Princeton. 

"So  u 

Is 
n 

c 
1 

C.  H.  Sherrill,  Yale  .     .     . 
C.  H.  Sherrill,  Yale  .     .     . 
W.  C.  Dohm,  Princeton      . 
W.  C.  Downs,  Harvard 
C.  O.  Wells,  Amherst     .     . 
T.  Mcllvaine,  Columbia 
F.  A.  Clark,  Yale  .... 
H.  Mapes,  Columbia      .     . 
H.  Mapes,  Columbia      .     . 
T.  D.  Webster,  U.  of  P.      . 
T.  G.  Shearman,  Yale    .     . 
R.  G.  Leavitt,  Harvard  .     . 
H.  H.  Janeway,  Princeton 
A.  J.  Bowser,  U.  of  P.    .     . 
Columbia 

a 
1 

u 

^  ~  '  '  ri  ' 

lOO-yards  dash 
220-yards  dash 
440-yards  run    . 
Half-mile  run  . 
One-mile  run    . 
One-mile  walk 
Two-mile  bicycle 
120-yards  hurdle 
220-yarcls  hurdle 
Running  high  juir 
Ruiming  broad  ju 
Pole  vault    .     . 
Putting  the  shot 
Throwing  the  han 
Tug  of  war  .     . 

6oo 


YALE, 


S  2  8  «  rt  °  -5  o  S  J3  -o 

•C  C  Pi  n  -S  c  ^-  1^  >  S^  S 

rt  rt  o  (^  iz;  ^  "!     • 


si 

i? 


.     .     .    0)   4)   i;5   i<  ^    C 

en  tn  u)  ^  t>,  O  «lf>  U3  to  QQ  r^ 
O  M  O     .     .  _;  e  ^  "^.i^  **-• 


.2-S     .S     .=   C 


w    Tt-^"^ 


m 


.KKu 


J3^ 

05    E/) 


i.y  s  3  hog 
■     -^^^^ 


4) 

D 

^ 

T3 

Jii 

MbO 

E 

s 

s 

.n 

'S 

c 

rs 

O 

6 

C 

3 

3 

OOH 

M 

N 

P^lpsi 

"S   o   , 


TRACK  ATHLETICS. 


6oi 


Mo 


rf  rt    c3    "       ~  ?^,    b 

3   „-42  Ah  12  ;^   rt 

2^  Pi  S  ^  o  •g  2 
>  H^^  E-i  ^  O  (i; 


&     -  &• 


w    (_»    ,: 
<U   P   i^ 


_C    ^    ^    2 


i^    <U    1)  rHLoc*o_^  ec*n  1J    1)  ^-    „  C.5M-5?,*- 


r-      r-     !> 


r>  v>  c  ii  >=  c  > 


.5 -a    .   -^ 

o   ^  c/i   tff   rt 

■vT-y   rt  p    C        ■ 

u.    e    ■>  C    C 


-c-d 


.-=  n:  1^  «5 ,«  H-.  iT-c  , 


3  -S         uT  o     .     .   -   r!   i-T  >~.  >>  t 

>;  >;ti  M  c~  ^  J  J  -c:  -;  i>  ^  rt  § 

!-/  IT  rt  C  *-  ^  ^  n!  **  "o  ■:=  t:  ^ 

UUcfi>C_)UHKEf3H>liHfeCnCJ 


■';  w  — 
rt  rt  3 
T3  -Q    I- 


^   1)   dJ 
i.y   3   3 


£  5 


.£P2 


TJ-n"^:::  —  r^  —  ■at)  Mt/)3-"  c  S 


6o2 


YALE. 


>    >  T3    c  m 


Bv 


ii  £  rt 


_ii   O    > 
=  =   «J   O   rt   O   JJ   >,rt    ^ 

<:  <:  g  u  u  u  m  hj  ffi  o 


Cu, 

«3 

C3 

>- 

— 

rt 

K" 

0) 

> 

r" 

rt 

s 

Im 

P 

_H 

cJ: 

MS 


o  u  o  o 

(U    1)    (U    D 

,    "^    C^  fO  r>    "^    ">    ""     '^ 

O     .     .     .     .   w  i/^'^ 
'   ^£   £   £   g         <^vO 

w    rrvOVO 


.-.jMWhf 


c.S 


^  ?td .-: .-:  <S  '^^ 

CT\S" 


4)    D 

rt   oJ   rt  . 


J«Ph 


>>K|;^.r^^^^^ 


4J    O  4-.    , 

c  cx  ; 

>>  >^  be  . 


C/}Cfi 


1-1  pq  (jh  ffi  fc  fo  C3  O  H  W 


0)  J3 

&  " 


> 

> 

> 

^ 

jS 

rt 

ai 

.SPffiffi 

u 

is 

<n 

tn 

C 

c 

c^S        .1 

ii  (U  0)  5  "^      *j   rt 

rtr!33grt._33boP     "'"jS 
-CO   I-   >-   g   &^-J=iJ=;£^^   ""-^ 

>-.>-i>-iC"^'::;cuv-CCn   cuO-r; 
rtc«rt    =    £SCrSrt---->CS 

O00r!335O033-7::i^ 


TRACK  ATHLETICS. 


603 


O  JJ    ^    ^ 


0 

05 

0 

a 

u 

oi 

^ 

>i4 

ri 

C 

^ 

^K" 

c 

_< 

<) 

'— ; 

0 

J5 

U 

P-1 

aj 

c3 

C 

(Ti 

0) 

3 

u 
0 

s 

h-1 

0 

HCJ 

B 

w 

pq 

fe 

U0< 

HH 

0 

■-A 

Q 

i^ 

4> 


•O 


"i      t: 


a 


tcP3 


«   en   cfl   c^  -5-  ^    ■'■   t-^^  O  On  ^  ^^r-:" 

OnO     .     .VD»^.e4J'*-'-" 

-  "^  "^S  g  "  <^  S  ^"*-  N^  o  - 


t^  lOM  O  ^ 


i-  u  j_  ^ 

■S  -fi  h-i 


C  oi  «  C^'V.     'Zl 

<u  c  '-  .=  liiffi  S    - 
w'-'  I— I  >> ::  .5    -js 

b  J  >-5  <■  ^  pi  p3  H 


2  ^ 

rt  15 


CO 


c  =       = 


■o-a  ^  ^  ;::  —  -=  &'^1S^4^'"  Ji 

•■fi   tn   '/)   0)   a,    T,    'Ti   ,,   cj   ^.  ^„~    f  ~ 
—   I-   I-   e  •;;   :-   u  •-;   ^   E   c   rt  •—  bo 


6o4 


YALE. 


H  ^  sd  u 


V  a  a    . 

£  £  g^iJ 

o  o  C!    -  rt 

i;  u  o  "  i;  = 

.    .    .    .  j=  i: 
wmwHuw 


<U    <U 

0)    0) 

0 
en 

0) 

0 

<u 

en    C/) 

0 

LT)  M 

0 

10 

s  s 

' ' 

M 

g  s 

O    O   rt 


U-   VM   ^  5         .   TJ  -C 


ClH 


1:3 

D 

- 

^^ 

ffi 

OJ 

i< 

- 

"Old 

■— j 

rA) 

g 

S 

s 

O    D      .    > 

'C   >  -a  £ 


>lAO 


udu 


o  c  c*  _r 

o  g  S  S 

►^_  0(2  Pi 


i  f^'  fe ' 


v>  K  K 


:,K  &c;  U  W  ^  ^  ^ 


a,  *  c    ' 

gS-g- 

riaJrjCgrtraSC  •-•->?:: 


TRACK  ATHLETICS. 


605 


T3 

C 
0 

W.  M.  Richards,  Yale. 
W.  M.  Richards,  Yale. 
F.  H.  Koch,  U.  of  Cal. 
C.  Kilpatrick,  Union. 
C.  Kilpatrick,  Union. 
E.  Dyer,  U.  of  Cal. 
E.  H.  Cady,  Yale. 
H.  T.  Houghton,  Amherst. 
W.  D.  Osgood,  U.  of  P. 
*J.  D.  Winsor,  U.  of  P. 
A.  Stickney,  Jr.,  Harvard. 
t  W.  W.  Hoyt,  Harvard. 
H.  P.  Cross,  Yale. 
A.  A.  Knipe,  U.  of  P. 

"My 

1^ 

^mOm         .lOTj-^         .^l+H'+H              i! 

1^ 

c 

J.  V.  Crum,  U.  of  Iowa  .     . 
J.  V.  Crum,  U.  of  Iowa  .     . 
W.  H.  Vincent,  Harvard    . 

E.  HoUister,  Harvard    .     . 
G.  W.  Orton,  U.  of  P.   .     . 
S.  Chase,  Dartmouth     .     . 
J.  L.  Bremer,  Harvard   .     . 

F.  C.  Thrall,  Yale      .     .     . 
R.  E.  Manley,  Swarthmore 
*  N.  T.  Leslie,  U.  of  P.  .     . 
L.  P.  Sheldon,  Yale  .     .     . 
t  C.  T.  Buckholtz,  U.  of  P. 
W.  0.  Ilickok,  Yale      .     . 
\V.  0.  Hickok,  Yale      .     . 

> 

.    4>      . 

lOO-yards  dash 
220-yards  dash 
440-yards  run  .     . 
Half-mile  run  .     . 
One-mile  run    .     . 
120-yards  hurdle  . 
220-yards  hurdle  . 
One-mile  walk 
Two-mile  bicycle 
Running  high  jump 
Running  broad  jump 
Pole  vault    .     .     . 
Throwing  the  hamm 
Putting  the  shot   . 

S   JS 


6o6 


YALE. 


°J2 


0^ 
ii*^   ^^   "^   O   O 

§  §  -S  ►S  ^  ftite 
-aS  ^^  p  2  2 

"^  ,-s  (2  c\^  "§  "§ 


o  o 


l&H 


,->^<^^ 


^ 


^^  «-io    .     .vn^.iil»tl*«ll^^*j 


^^^^^ 


53S 

o   <u   ^ 


|.i2   >2   <U   J^  -G 

(4  ►-AW  H^fe 


■    bM    ^   !3 

^  2  ._£  .y 

hA-4  fii'  u 


P^U 


^    ti 


Q,£ 


.  ii  —       = 


.  -c  "^^   y: 


£• 


U)  to  3   C  ""  ii 

C     C      rt  •-     MU 


>-,  >i  V   =   c 


OOOrtcOOc 

O   n   M--H  Jr   (-1   PI  ^ 

1-1    M    tTkJH  O    1-1    M  ^ 


_  5  'u  i:  -".ii 
5  3-3^  sK 


TRACK  ATHLETICS. 


607 


M 


•S  <3  S3  u^  «3  5  c 

C       O      i- 


.    .    .  „•  C5  ,"2 


S  >-  o 


^f^;  ^  ?<■ «  »i  ^  H^;^ 


(J  o  (J  ""  ^  "^     ■  0        '^ 


en  in   «  CO  J^^"-^  ( 
O  N  O     • 


■■i*n^   jj   *J    4J  *<-i 

"  ^  "OS  S  s  "  f^  „vo  o  -^ 


:§  -3  ^  S3  =  o  ^ 

Oh  ^  5  *j   S        -5 

, :    •    •  <u  o  O  T 
.      '^  o    .  k/  o 

w  h^hA«  a  ;>  u 


sg-.-i 

rtP333S?32g  to-"      J=:  1 
-013  >~  u  £  :s^^_^2u^-"  ! 

>i  >^  >^ult     1      ■     >-^  '^■'  ^    ~  'C    0)    ^    • 

6  o  013  scOoSs^'Si" 

o  5:1  2:-^  -=^  o  "  ;:i  -■'  -^  (S  °  £  - 


6o8 


YALE. 


«    en 

(^C4 


■u  '^    ^-T*  c  ^  c  r*  ±^  ir^-4-«  _: 


DO)  <U    C    C    j- 

•  o  o  m  tn  o  o   t«-"  '"^  •- 
"   ^  S    S   "   "'    £   "-^   r- 


^  «    w 


O     M     ■^►tH   ^     M     "   ^   ^   ^5  ^   A°   t5  "^ 


TRACK  ATHLETICS. 


6oi) 


Yale-Harvard  Dual  League. 


Date. 

Place. 

Winner. 

Points. 

May  1 6,  1S91 

Cambridge      .     . 

Harvard  .     .     . 

85-27 

May  20,  1892 

New  Haven    .     . 

Harvard  .     .     . 

61-51 

May  13,  1893 

Cambridge      .     . 

Harvard .     .     . 

66i-4Si 

May  12,  1894 

New  Haven    .     . 

Yale   .... 

59-53 

May  20,  1S95 

Cambridge      .     . 

Yale    .... 

65-47 

May  15,  1897 

New  Haven    .     . 

Yale    .... 

So-24 

May  14,  189S 

Cambridge      .     . 

Harvard  .     .     . 

56-4S 

6io 


YALE. 


s 

o 

Id 

o 

o 

m 

< 

a, 

Q 

> 

< 

CO 

o 

K 

>- 

4-> 

Q 

< 

y, 

r< 

A 

<, 

^ 

< 

w 

Cfi 

►-I 

< 

X 

< 

^ 

o 

> 

nS 

1 

W 

H 

w 

« 

o 

o 

>i 

W 

« 

4J 

CQ 

PQ 

m 

?! 

s 

g 

< 

a 

t) 

■1° 


A-x,  K  .^-s  K  K  ^^  :  ^  J  s  _.  ^ 

""  «•:— '  tf  >  M  tS^  ►^   -'-^  = '"'  ^'■ 

K  ^  :§  "  ^_  pi  fii  ^  K  K  ;:q  H  ^  < 
CJ  2  <  ^  ^  d  d  <  Cii  <  •<  H  E  ^" 


(U   c   s    ^  .„ 


Q  ^  <■  H.:..ffi  _:,ci^"  d  d  ffi  ?;■  -^hA 


Cu  £ 


ci 


<u 


!M  rn   tf)   C     .  ^   i~     .  0/2   5 

'caTS-'^  £"'0  rt:^  '^'^SfB  - 
o  n  T^^-.  fc-i  n  M  teg  r:*  -y  -y  „°  r-  P 


bO 


TRACK  ATHLETICS. 


ffi 

hH                                   4-> 

►— <                                  ^ 

"H 

H 

^           §  ;^  '-'  M  ^      U  "^  cy-  X  O 

fe^?^c«jHKJ^"^K^hW^ 

d  ^  d  X  h^?<  d  G  ^  d  K  fi;  h  h-, 

•a 

-5  ^?^  o^s^-  .^'""  ^-^- 

o 

4) 

to 

^^e<c3^^^>;S^K^  =  ^ 

W  W  d  d  <  d  ?=  W  H  cr'  K  c/2  <i  < 

ijj 

(J    ^    O    O                 C           s=      .    c 

O    <U    4J         Kk-T           ,     <U    <u3f-i^'^f»       '-■'" 
^..:c,r..^,  f^  ^  'O  »  „^.^^^,^     O    ^    ^    ^ 

5  c 

w^ 

„^ 

O       fl    ^      -^          .       _•      _:       M      lO"*"      H.    y_    t„    ^^^ 

H° 

• >^    •    •• 

.>>  :^-^  .\.-;^i>^:^ 

c 
»     c 

^  d  Q  d  d  Sh'  hA^  d  e^  d  Q  d  d 

)-i... 

i-  ■  -^ 

^ 

■    •    •    •  ^      o  S  E. 

(U 

> 

^  ii  ^  ^  ^  •;=  ^  ^  -  ■?  rt  M  =  S 

O  1-  M  ^  ;^  ^  CO  M  rir-P^-y-y 

6l2 


YALE. 


i-H 

><       . 

a:- 

>< 

HH 

•  •'  E  M 

^-  c 

, , 

. 

^  *  r^ 

^^'~' 

-d 

7h| 

>     ^ 

^ 

'  5  « "S 

H 

S  5  SP 

5  i  f^  K  ffi 

V.X 

^    . 

'Am 

£  CO  Pi  tn  '— '  "^ 

.ffi  §  O  '0 11^ 

rt   c   rt 
S3^ 

p^d 

— "V— *■ 

..... 

• 

.... 

H 

*-•    J-    rt  ^^ 

_g 

•o 

>-■ 

!s^ 

o 
m 

rt   nS   S   <u 

^  .a  t;;  -^ 

.o  .o  "^  -2  «tH 

Pi  2  ^  i5  '1 

"oj  T3  1^    f5 

t«  ^  i>  -" 

S          O 

"y  r  2 

^^WCJfe 

M 

soSp^ 

K 

^uJ 

^  . 

O   c3   ,;   «    « 

tj 

^ 

.     .   ^ 

"mu 

lU 

tn  (J  u"^ 

..-. 

•"  .^  ""* 

«.i 

tn 

^w  tn     . 

CO  ^-r,^;' 

cj-q 

O    ^*   r^  rJ      ■ 

g 

.  VOO    ^ 

."H 

U~t    ^  ^ 

r^ 

a  "  "  2 

o 

^^?, 

!> 

5 

3  n  t    -  M 

o 
o 

<SSUw 

h4 

ffipqfx.d 

d 

Kf4M 

<zninh^^ 

!ii 

^Q^^ 

d 

^6w 

* 

,    .    .  ^ 

•    •  a, 

s 

c^  ^ 

•     ■     •   nS 

c  E  .2, 

> 

J3  J2 

OT     (/)     2     Ci     r- 

c«    rt    3    3    5 

"rt 

o   =-    >-  ~ 
•  -    3    3  VO 

w 

"a  -a  t-  t^  j; 

^ 

^  ^  .^    " 
(D    r/l    </)    'xP 

—  ^  1-  c 

^ 

v6lS.^ 

en   tn  u3   tn   d, 

^a  "w  "O  'T3  — 

)-.    ^-    k-   ^  -^ 

0) 

"3 

"  be  tn 
M  3   c 

c«   rt   a!   rt   H 

's 

C    rt    rt    S 

> 

3   'r-  *I— 

>-■   >,  >N  >,  V 

6  6  6  6c 

o 

6  ^>'£ 
g  o  o  S 

0) 

^:i^ 

TRACK   ATHLETICS. 


6 1. 


ffi 

'-     "^i    K    •^"e'^.  •       ^^ 

TJ 

H 

[xi  :^  :5  X  ^  Q  K  s  ^  ^  <  .tf:3  '^ 

UOH«^I^U>^u:^CJ^^ 

H4uJa^cJa>H:uC!j<3i 

•a 

c 

>H  -a  ^  ^-  W) »        -^    -j=  o  a.^ 

o 

in 

CJ  ::,■  d  p4  i-^H^^  K  ^  E  S  ?^  h-:^M 

odd,;             ,-■  ^     •         • 
(J   6  ,;  <n  <«  <fl  m     -  u             ■- .S 

■u  i>  y  ^~^,^v„    "  «j ;:  °S'-^>^'*' 

tlQ  U 

«rn 

o  N  y,  .    .    .  ^^  Tj-'+H  u ii ,*^ "t. 

l» 

-"  !  =  ^r"?i*^s 

. .  .^ .         . . . . 

K  uJ  kJ  —     • ..  •  K«          -  f-^     •     ■     ■  bH 

01 

o    .    .x:    .->-c"^>    ■'^r-" 

^ 

IllllUlilst.-l 

oss'-^.wc/i^.''"j^^«^'^ 

P^  -72  OJ  ^  -A&^  ^  ^  hI>^  K  <  CJ  J 

\.     .     ,     .     . 

l--.t 

rt    .  4-»  ^  £- 

rS             O     E     3 

> 

;3S55H'S.y33v6   -^MO 

w 

2?I^:^ooh:^  ^Jh^Ph^c^ 

6i4 


YALE. 


K 


G        |J-|         f>  ^  .•  ^' 

5  a  ^-k;  E  ffi  >*  >- 


is  >-<  -^  "^    rt      _ '-     -.  •    c's!  Sh  "^  K 


S  K  ^  p^  ?^  >-^y  K  cj  ^  ?^  ci  'J  W 


o.  a.-G  <_,  c 


-"     r-     ^     ,„     W;  K" 


J-v  £  c  b  ^ 

1>   «^   rt  jT   J2   Si    rt   rt  -^   ^    C    £    ii    = 


E  I- 
•.-  o 


o  o  o 


0)    <U    (O  N>n 


tn  O  O   '^  . 


O  M  "     .   fi     .\o  >^    .  ^■ 


tOUH  '  *-l 


)g  S  p  " 


lO 


•^ 


^  ^-  M    -  c  _-  ^-  iT     1^  o  r 'p  "o 


,  y-  U  P5  ^  K  H^O-, ' 

^  ^  ^'  K  H^fe  d  -AW  d  h-5  ^  ^  ^ 


c^  s 


a  . 
s 

-^  2 


O     M     Tt-X)  ^  r-<     M     f  ^£1   -y  -■;/  ^^  Eli  a"^ 


TRACK  ATHLETICS. 


615 


MO 


^    ffi 


-^ :=;S    -  . 

H  tn"  <i  J  J  !^  p^  w  ^  ^  '^  2  w 


2   S   £   ^   C    O    O    (DQ    rt-^   O   !> 


O' 


S  O  p;  pq  W  K    .  h4  «  "^ 

p:i  Q  Pi;  W  Q  H^^  K^tij  [i;  ^  ^  K 


"  .5  .S      c  =5 

W       W       [/J            -        rj       >-'       t/3    ^-^rH'.M         .    "^  ,    . 

<U    OJ         Mkn  ?i    !>          A^  A,  ■!->    >-,  '^=^ 

«    en  W  "^i^  ^    t«  N^o  O    C?>^„    ^  „ 


6  i^'  o  _:    •  ti  ''^  r- 


00  ro 


>;>^Ka  .^.^^  •^■>^>::-" 
i2  Ji  S  S  ^  I  -5  >;-i^  .y  c  £  g 

O    O    ji^              >     .    ^  -C 
a>    *    "     ' 

6   .   .  ^ 

.wrt'r-S 

0000S00S3J='033 


6i6 


YALE. 


s 

> 

X 

E 

^-    1) 

j;    a 

•^ 

h-"  H-(  "^     *     ,    ^  tjj    ^ 

S 

J-" 

S 

^^                 "  J-      L^-.   OJ      ^      C 

u-s 

?:U 

ffi 

h-j 

sm^fx^H^^w 

Ut^ 

>-Ahi 

> 

1—. 

c^  S  K  cfi  U  ^  ^  c/) 

h4 >^' 

-d 

>^ 

K 

ffi 

5 

o 
en 

^^.'^.&:^.^'l 

w 

Is 

O 

<u 

rtij    rt    t«    —  t^'"'S 
12  '^   ai  '^    re  •-•    b   rt 
^   Ci^•Z  ;=  ~  ~  <^   > 

1-1  c/}  ;:>  H  u  a  u -a 

<;q 

d 

i — > 

QMffidodo^ 

fi^  Ph 

^ 

w 

u  cJ  hAc«  0^*  cfi  ^d 

^ 

.do-     .     •     •   '^ 

J  a 

o  0)  D  c  r-  =  =  .n 

U)U 

o  cj 

(J 

d 

(u  tfl  en  •-  .:q  — -"  ^ 

'5  ^ 

(U    D 

a> 

O) 

o 

«  „^.,„|„^|N  „cct=c  O     O 

ffis 

t«    M 

U5 

(« 

in 

T^\o  li-,"^      "  " 

«;5 

d  .   .  i; '«  ^  ii  '*^ 

•  i  S 

1-1      M 

PI 

M 

H 



<^  ^  c^  "*      "^  "  " 

K  ; 

g  K  ii  o  d-  oT  S  H 

i 

^"5 

s 

>-3 

1  ■ 

rt 

o 

^.E 

^u 

H  O  ^  H  ^^  HJ  Q 

<w 

i-A 

u 

^i-< 

^cj  Pi  ^  w  m  ■<  <  ^ 

•  • 

• 

' 

I.. 

<u 

' 

o 

^ 

> 

^    3 

3 

rt 

3 

W 

^ 

'13 

!-i 

-  2-^3^-^^" 

CO 

^rp-p   Mrt   c   c-r: 
rt  £  C  c  >•;=■;:  g 

rt   rt 

rt 

rt 

rt 

>,  >, 

^ 

P-, 

'^'6o'5<"ccS 

6  6 
O  ri 

6 

O 
n 

M 

6 

gg  O  H  ?^  Ph  C^  Di  H 

TRACK  ATHLETICS. 


617 


Yale-Oxford  Athletic  Games. 
Queen's  Club  Grounds,  London,  July  16,  1894. 


Yale. 

Oxford. 

W.  0.  Hickok,  '95,  S.  (Capt.) 

C.  B.  Fry  (Capt.),  Wadham. 

A.  Brown,  '96. 

G.  Jordan,  University. 

L.  P.  Sheldon,  '96. 

G.  \V.  Robertson,  New. 

J.  E.  Morgan,  '94. 

W.  J.  Oakley,  Christ  Church. 

E.  H.  Cady,  '95,  S. 

T.  G.  Scott,  Hertford. 

G.  F.  Sanford,  L.  S. 

W.  H.  Greenhow,  Exeter. 

A.  Pond,  '96,  S. 

G.  M.  Hillyard,  University. 

W.  S.  Woodhull,  '96. 

H.  R.  Sykes,  Christ  Church. 

G.  B.  Hatch,   96. 

E.  D.  Swanwick,  University. 

F.  W.  Rathbone,  New. 

Oxford  —  5^  first  places,  4  second  places. 
Yale  —  32  first  places,  4  second  places. 


Event. 


IOC-yards  dash  .  .  .  . 
Throwing  i6-lb.  hammer 
120-yards  hurdle  . 
One-mile  run  .  . 
Running  broad  jump 
44D-yards  run  .  . 
Putting  i6-lb.  shot 

Running  high  jump 

Half-mile  run    .     . 


First. 


Fry,  O.  .  . 
Hickok, Y. 
Oakley,  O.  . 
Greenhow,  O. 
.Sheldon,  Y. 
Jordan,  O.  . 
Hickok,  Y. 

Sheldon,  Y. 

Swanwick,  O 
Greenhow,  O. 


Second. 


Jordan,  O. 
Brown,  Y. 
Scott,  O. 
Morgan,  Y 
Fry,  O.  . 
Sanford,  Y 
Brown,  Y. 

Cady,  Y. 

Rathbone, O 


Time,  Height, 
or  Distance. 


io§  sec. 
no  ft.  5  in. 

i6f  sec. 
4  m.  24i  sec. 
22  ft.  II  in. 

51  sec. 
41  ft.  7l  in. 

5  ft.  8|  in. 

2  m.  I  sec. 


6i8 


YALE. 


Yale-Cambridge  Athletic  Games. 

Manhattan  Field,  New  York,  October  5,  1895. 


Yale. 

Cambridge 

W.  0.  Hickok,  '95,  S. 
W.  M.  Richards,  '95. 

E.  H.  Cady,  '95,  S. 
J.  H.  Thompson,  '97. 
P.  W.  Crane,  '95. 

J.  E.  Morgan,  L.  S. 

G.  B.  Hatch,  '96. 

L.  P.  Sheldon,  '96  (Capt.). 

R.  W.  Burnet,  '97. 

D.  C.  Byers,  '98. 

W.  H.  Wadhams,  '96. 

F.  E.  Wade,  '96. 
H.  P.  Cross,  '96. 
A.  Brown,  '96. 

R.  Mitchel,  '96,  S. 

F.  S.  Horan  (Capt.),  Trinity. 
C.  H.  Lewin,  Trinity. 

E.  H.  ^yildi^g,  Pembroke. 
L.  E.  Pilkington,  Kings. 
W.  M.  Fletcher,  Trinity. 

F.  M.  Jennings,  Canis. 

A.  B.  Johnston,  Pembroke. 
W.  Fitzherbert,  Trinity. 
W.  E.  Luytens,  Sidney. 
H.  J.  Davenport,  Trinity. 
E.  J.  Watson,  Trinity. 

Event. 

First. 

Second. 

Time,  Height, 
or  Distance. 

lOo-yards  dash       .     .     . 
120-yards  hurdle  (cinder) 
120-yards  hurdle  (turf)  . 
300-yards  dash       .     .     . 
Half-mile  run  .... 
One-mile  run   .... 

Running  high  jump  .     . 

Throwing  i6-Ib.  hammer 
Putting  i6-lb.  shot     .     . 
Quarter-mile  run  .     .     . 
Running  broad  jump 

W.  M.  Richards,  Y. 

E.  H.  Cady,  Y.    .     . 
G.  B.  Hatch,  Y.       . 
W.  M.  Richards,  Y. 

F.  S.  Horan,  C.  .     . 
W.  E.  Luytens,  C.    . 

J.  H.  Thompson,  Y. 

W.  0.  Hickok,  Y.    . 
W.  0.  Hickok,  Y.    . 
C.  H.  Lewin,  C.  .     . 
L.  P.  Sheldon,  Y.     . 

R.  W.  Burnet,  Y.     . 
G.  B.  Hatch,  Y.  .     . 
W.  M.  Fletcher,  C. 
C.  H.  Lewin,  C.       . 
P.  W.  Crane,  Y. 
J.  E.  Morgan,  Y.     . 
i  F.  M.  Jennings,  C. 
1  L.  P.  Sheldon,  Y.  . 
H.  P.  Cross,  Y.  .     . 
A.  Brown,  Y.  .     .     . 
W.  M.  Richards,  Y. 
F.  M.  Jennings,  C.  . 

io§  sec. 
16  sec. 
16  sec. 
32?  sec. 
2  m.  f  sec. 
4  m.  35J  sec. 

5  ft.  8J  in. 

130  ft.  7  in. 
42  ft.  2  in. 

49s  sec. 
21  ft.   4i  in. 

TRACK  ATHLETICS. 


119 


Best  Intercollegiate  Records. 


Event. 

Record. 

Winner. 

College. 

Year. 

loo-yards  dash       .     .     . 

*94sec. 

B.  J.  Wefers     .     .     . 

Georgetown  . 

1896. 

220-yards  da^h       .     .     . 

t2ij  sec. 

B.  J.  Wefers     .     .     . 

Georgetown  . 

1896 

440-yards  run    .... 

492  pec. 

G.  B.  Shattuck      .     . 

Amiierst    .     . 

1891 

Half-mile  run    .... 

I  m.  55 J  sec. 

E.  Hollister      .     .     . 

Harvard   .     . 

1896 

One-mile  run    .... 

4  m.  233  sec. 

G.  W.  Orton     .     .     . 

Pennsylvania 

i8<-)i; 

120-yards  hurdle    .     .     . 

15?  sec. 

A.  C.  Kraenzlein  .     . 

I'ennsylvania 

1.S9S 

220-yards  hurdle    .     .     . 

1 232  sec. 

A.  C.  Kraenzlein  .     . 

Pennsylvania 

1S9S 

One-mile  walk  .... 

6  m.  45I  sec. 

W.  B.  Fetterman,  Jr. 

Pennsylvania 

189S 

Running  broad  jam;) 

23  ft.  7f  in. 

Myer  Prinstein      .     . 

Syracuse  .     . 

1898 

Running  high  jump   .     . 

6  ft.  3  in. 

J.  D.  Winsor    .     .     . 

Pennsylvania 

1897 

Putting  i6-lb.  shot     .     . 

43  ft.  8  in. 

J.  C.  McCrachen  .     . 

Pennsylvania 

1S98 

Throwing  i6-lb.  hammer 

149  ft.  5  in. 

J.  C.  McCracken  .     . 

Pennsylvania 

1S98 

Pole  vault 

t  1 1  ft.  4J  in. 

(  R.  G.  Clapp    .     .    . 
}  W.  W.  Hoyt  .     .     . 

Yale      .     .     . 
Harvard    .     . 

189S 

Bicycle : 

Quarter-mile.    .... 

32b  sec. 

f  J.  T.  Williams,  Jr.  . 
)  H.  K.  Bird      .     ,     . 

Columbia  .     . 

Half-mile 

I  m.  6g  sec. 

G.  Ruppert  .... 

Columbia  .     . 

One-mile 

2  m.  138  sec. 

Ray  Dawson     .     .     . 

Columbia  .     . 

I''ive-miles 

II  m.  50 J  sec. 

Ray  Dawson     .     .     . 

Columbia  .     . 

One-mile  tandera  .     .     . 

2  m.  loj  sec. 

(  Ray  Dawson  .     .     . 
i  J.  A.  Powell   .     .     . 

Columbia  .     . 

*  Equals  World's  record, 
t  World's  record. 


t  Made  in  vaulting  off  tic. 


620 


YALE. 


CO 


CI    '^'5  n 


C) 


O  O 


-   rt     .   c<          .   rt   rt     .     .   rt  • 

0*3!     ."^Mti     •  00 '5 '5   "^  r^'^  >-? 

CO      ^  i:      .CO      .CO  CO      -     -'JOOO      -  _ 

^    t/i           t/)^WCOKHCrtc«»-.M£/)  ^ 

i^       .^i         ^         ^   ri               Curt  i; 


T3  fcJO       bjo-o  t/j-c  -o  tiiO  fee  aj  -o  fco  -n 

.5i  s  3  :^  .2i  :=;  .H  .ii  ^  — 'D  .2  :=    ^ 
E  o  i;  o  rT  o  fT  rT  o  o  •;::  E  o    £ 


. 

CO     . 

iri 

«  « 

g> 

.  '^ 

e 

R  £ 

rt 

f^'   rt 

c 

^^ 

H) 

v-i    (L) 

rt 

bn 

J'.  ^ 

1) 

bJ3  (U 

"«:= 

o 

'::  o 

£  2 

>=,  '^>=, 


•  CO  -       ••••-« 


Ol 


tCvo 


C/2 


u  ^  ^'  ^  ^  fe  ^  ^  ffi  K  w  ?i  h4 


o  ^ 


do 


■rt  .  y  ^  o  ^  ^   .    .  S5  £.s  .£ 

"''-^£££o  =  "''£t,,«  :: 


c-E  ^=3  ^      «    . 

^  w  T3  ~  -—  —  .-t:  c  t3  tj  ::;  S-^  £r  r  ii  E  ^  vr  ;s 

rtrtrtSSPGiurtrtC-r-^5'^&C> 

oooni5:=gSoo>33i-vS-r-S7; 


New  Gymnasium 


/ 


\  il-  i  i^ 


't=^ 


Old  (Jymnasium,  now  Commons 


CHAPTER   VI. 

OUTSIDE   ATHLETICS. 

THERE  are  but  four  main  branches  of  athletics  at 
Yale,  namely,  boating,  football,  baseball,  and 
track  athletics.  These  four  are  the  only  members  of 
the  Yale  Financial  Union,  and  practically  govern  the 
athletic  side  of  college  life.  But  this  is  not  saying  that 
there  are  not  many  other  forms  of  exercise  enjoyed  by 
the  Yale  student,  and  that  he  has  not  other  clubs  that 
would  properly  be  classed  under  the  head  of  athletic 
clubs. 

Of  all  the  others  tennis  is  perhaps  the  most  promi- 
nent. There  is  a  University  Tennis  Club,  with  presi- 
dent, vice-president,  secretary,  and  treasurer.  There 
are  University  tournaments,  and  Yale  enters  represen- 
tatives in  the  Intercollegiate  Tournament,  which  has 
been  usually  held  at  the  New  Haven  Lawn  Club 
grounds. 

A  more  recent  institution  is  the  Yale  Golf  Club, 
which  was  organized  in  the  fall  of  1896.  Matches 
were  played  with  many  prominent  golf  teams;  and  in 
May,  1897,  the  Yale  team,  consisting  of  R.  Terry,  Jr., 
'98,  (Capt.);  W.  B.  Smith,  '99;  W.  R.  Betts,  '98;  S. 
A.  Smith,  '99;  J.  Reid,  Jr.,  '99;  and  C.  Colgate,  '97 
S.,  won  the  Intercollegiate  Championship  at  the  tour- 
nament held  at  Ardsley,  New  York.  Yale,  Harvard, 
Princeton,  and  Columbia  were  represented.  The  sec- 
ond Intercollegiate  Golf  Tournament  was  held  on  the 


622  YALE. 

links  of  the  Ardsley  Club  in  May,  1898,  when  the  same 
colleges  were  represented.  Yale  again  won  the  cham- 
pionship, the  team  being  composed  of  R.  Terry,  Jr., 
'98,  (Capt);  John  Reid,  Jr.,  '99;  W.  R.  Betts,  '98; 
W.  B.  Smith,  '99;  R.  H.  Crowell,  '98;  and  T.  M. 
Robertson,    1901. 

There  is  the  Dunham  Boat  Club,  founded  in  mem- 
ory of  George  Dunham,  of  the  Yale  crew  of  1858,  who 
was  drowned  a  few  days  previous  to  the  date,  July  23d, 
set  for  the  race,  and  in  consequence  of  whose  death  the 
race  for  that  year  was  abandoned.  This  club  owns 
several  singles,  beside  barges  and  shells.  The  club 
was  very  popular  at  first,  and  was  well  represented  in 
the  fall  and  spring  regattas.  Then  for  a  time  it  lost  its 
strength,  there  being  little  interest  in  rowing,  outside  of 
the  University  and  Class  races.  In  the  spring  of  1897, 
however,  the  interest  in  "  scrub  crews "  was  revived, 
and  the  Dunham  Boat  Club  is  once  more  flourishing. 

The  Yale  Gymnastic  Association,  organized  in  Oc- 
tober, 1893,  is  one  of  the  most  prominent  of  those 
independent  organizations.  A  contest  is  held  each 
winter,  at  which  the  winner  receives  the  coveted  "  Y," 
an  adornment  of  only  'varsity  athletes,  and  receives 
the  title  of  "College  Gymnast."  The  college  gym- 
nasts have  been  as  follows:  for  1894-1895,  George  L. 
Buist,  Jr.,  '96;  for  1 895-1 896,  F.  A.  Lehlbach,  '98; 
for  1 896- 1 897,  H.  M.  L.  Hoffman,  '97;  for  1897- 1898, 
H.  L.  Otis,  1900.  The  "Gym.  Team"  gives  several 
exhibitions  each  year  in  adjoining  towns,  and  also  gives 
a  joint  exhibition  with  Princeton. 

The  importance  of  the  Yale  Gun  Club  was  greatly 
increased  in  the  spring  of  1898  by  the  formation  of  an 
Intercollegiate    Shooting   Association.      A  champion- 


OUTSIDE  ATHLETICS. 


623 


ship  cup  was  provided  by  popular  subscription,  and 
will  become  the  property  of  the  team  which  first  wins 
the  championship  three  times.  The  first  semi-annual 
match  was  held  in  New  Haven,  on  May  7,  1898,  and 
was  won  by  Harvard,  with  a  score  of  131  out  of  a  pos- 
sible 150.  Thus  establishing  a  new  intercollegiate 
record. 

The  records  of  the  Gun  Club  are  as  follows : 


Date. 


Contestants. 


1892 
Nov.  19 

•893 
May  29 

1893 
Nov.  24 

1894 
June  9 


Nov.  23 


,895 
Nov.  I 


Nov.  7 


1897 
May  28 


1897 
Dec.  4 


May  7 


Yale. 
Harvard. 

Yale. 

Harvard. 

Princeton. 

Yale. 
Harvard. 

Yale. 
Princeton. 

Yale. 

Harvard. 

Princeton. 

Yale. 

Harvard. 

Princeton. 

Yale. 

Harvard. 

Princeton. 

Yale. 
Harvard. 
Princeton. 
Columbia. 
U.  of  P. 

Yale. 
Princeton. 

Yale. 
Harvard. 
Princeton. 
U.  of  P. 


Place. 


Springfield,  Mass. 

Wellington,  Mass. 

Hartford,  Conn.   . 
Princeton     .     .     . 

Hartford,  Conn.   . 

Dayton  Gun  Club 
grounds,  Prince- 
ton     


Winner. 


Cambridge  .     .     . 

Wellington,  Mass. 

Travers  Island     . 
New  Haven     .     . 


Harvard  . 
Yale  .  . 
Harvard  . 
Princeton 

Yale  .  . 
Princeton 

Yale     .     . 

Yale  .  . 
Princeton* 
Harvard   . 


Scores  and  Remarks. 


Harvard  114,  Yale  105.  Thirty 
single  keystone  targets  per  man. 

Yale  128,  Harvard  126,  Prince- 
ton, loS. 

Harvard  119,  Yale  113.  Thirty 
single  keystone  targets  per  man. 

Princeton  130,  Yale  iii. 

Yale  lot,  Harvard  92,  Princeton 
87.  Thirty  single  keystone  tar- 
gets per  man. 

Princeton  120,  Harvard  116,  Yale 
gS.  Thirty  single  keystone  tar- 
gets per  man. 

Yale  67,  Princeton  57,  Harvard 
46.  Twenty-five  single  keystone 
targets  per  man. 

Yale  116,  Harvard  113,  Princeton 
I  [o,  Columbia  106,  Univ.  of 
Penn.  104.  Thirty  single  key- 
stone targets  per  man. 

Princeton  214,  Yale  197.  Each 
man  shot  ten  rounds  of  six  birds 
each. 

Harvard  131,  Yale  joS,  Univ.  of 
Penn,  98,  Princeton  96.  Thirty 
single  keystone  targets  per  man. 


*  Giving  Princeton  the  cup  offered  by  the  Shooting  and  Fishing  Magazine. 

There  is  also  a  Yale  Hockey  Club,  which  has  gained 
steadily  in  power  since  its  organization  in  1895.  A 
record  of  the  college  games  played  is  as  follows : 


624 


YALE. 


1896. 
Feb.  14.    Yale,  2,  Johns  Hopkins,  i. 

1897. 
"  Yale,  2,  Johns  Hopkins,  2. 

Jan.  23.     Yale,    o,     Queen's     Uni- 
versity, Canada,  3. 
Mar.  27.   Yale,  7,  Columbia  2. 


1898. 

Jan.  29. 

Yale, 

0,  Brown,  i. 

Feb.  5. 

Yale, 

4,  Columbia,  0 

Feb.  26. 

Yale, 

I,  Brown,  2. 

Mar.  5. 

Yale, 

0,  Columbia,  0 

Mar.  12.    Yale,  4,  Columbia,  i. 


Basket  Ball  was  also  played  at  Yale  in  1895.  As  an 
indoor  or  gymnasium  game  it  is  ahead  of  any  other, 
and  occupies  more  attention  in  outside  matches.  The 
Basket  Ball  team  has  had  two  very  successful  seasons. 
In  the  college  year  1896- 1897,  sixteen  games  were 
played,  Yale  winning  eleven,  and  losing  four,  one 
being  a  tie.     The  college  games  played  were : 

Dec.  II,  1896.    Yale,  39,  Wesleyan,  4. 

Jan.    14,  1897.     Yale,  16,  Trinity,  14. 

Mar.  20,  1897.     Yale,  32,  Univ.  of  Penn.,  10. 

During  the  year  1897- 1898,  fifteen  games  were 
played,  of  which  Yale  won  eleven,  scoring  318  points 
to  her  opponents  169.     The  college  games  were: 

Feb.  8,  1898.     Yale,  36,  Trinity,  10. 
Mar.  9.  1898.     Yale,  61,  Trinity,  9. 

The  Yale  Corinthian  Yacht  Club  was  organized  in 
1893.  Races  have  been  held  by  the  Club  each  year 
over  a  course  in  the  harbor,  and  one  or  two  races  have 
been  held  with  Harvard  at  New  London,  before  the 
University  boat  races.  The  club  house  is  situated  at 
Morris  Cove. 

The  Yale  Bicycle  Association  is  the  latest  of  these 
independent  organizations.  Until  very  recently,  the 
only  bicycle  event  in  the  Intercollegiate  Track  meet 
was  the  two-mile  bicycle  race.     During  the  last  few 


OUTSIDE   ATHLETICS.  625 

years,  however,  other  bicycle  events  have  been  added, 
and  the  bicycle  races  have  been  held  by  themselves; 
yet  the  college  winning  the  greatest  number  of  points 
in  these  races  received  only  five  points  (equivalent  to 
one  first  place)  in  the  summary  for  the  Intercollegiate 
Track  Championship.  But  now  a  regular  Intercolle- 
giate Bicycle  Meet  will  be  held,  entirely  separate  from 
the  Intercollegiate  Track  Association,  and  conse- 
quently, in  the  spring  of  1898,  the  Yale  Bicycle 
Association   was  formed. 

A  number  of  years  ago  there  was  a  flourishing  La- 
crosse team,  and  that  well -deserving  sport  was  reck- 
oned as  prominent.  But  it  was  dubbed  "the  refuge 
for  invalid  athletes,"  and  that,  together  with  other 
misfortunes,  killed  it.  An  attempt  was  made  lately  to 
resurrect  this  sport,  but  without  satisfactory  results. 
The  game  has  in  it  a  merit  that  may  eventually  bring 
it  once  more  within  the  lists.  It  is  played  at  other 
colleges  and  with  marked  gain. 

Polo  is  not  played  by  any  regular  Yale  organization, 
although  many  of  the  members  of  teams  are  Yale  men. 

Cricket  is  also  one  of  the  sports  which  have  never 
flourished  at  New  Haven,  although  there  have  been 
individual  players  of  excellence.  Whatever  they 
learned  of  the  game,  however,  was  acquired  elsewhere. 

From  time  to  time  there  have  arisen  special  sports 
claiming  a  momentary  attention,  and  at  the  time  such 
popularity  as  to  induce  the  formation  of  a  Yale  club. 
But  these  have  proven  for  the  greater  part  fleeting  fan- 
cies that  have  given  way  to  others  equally  ephemeral, 
while  the  main  sports,  established  on  a  secure  basis, 
have  proved  enduring. 

In  fact,   outside  the  four  university  organizations, 

40 


626  YALE. 

the  only  enduring  athletics  have  been  class  contests. 
These,  whether  in  the  regular  form  or  not,  have  kept 
some  sort  of  pace  with  the  strides  of  university  ath- 
letics. Especially  is  this  true  of  freshmen  contests, 
for  these  take  on  a  more  intercollegiate  character,  and 
the  matches  with  outside  teams,  from  Harvard  and 
Princeton,  lend  the  necessary  spur  to  improvement. 
Then  there  is  the  fashion  of  giving  to  the  freshmen 
the  privilege  of  sitting  on  the  fence  as  a  reward  of  vic- 
tory over  Harvard.  This  and  the  liability  of  freshmen 
athletes  to  be  viewed  with  care  by  the  'varsity  manage- 
ment as  probable  candidates  for  higher  positions  in- 
sures the  interest  being  well  kept  up. 

Individual  athletics  outside  the  regular  channels, 
while  unrecognized,  still  make  up  quite  a  feature  of 
the  college  life.  Cross  country  running,  paper  chases, 
hare  and  hounds,  — all  these  have  had  some  brief  vogue, 
while  single  sculling,  rink  polo,  and  a  dozen  other 
interests  have  from  time  to  time  added  new  branches 
for  the  athletically  inclined.  The  use  of  the  gymna- 
sium took  a  considerable  start  with  the  erection  of  the 
new  and  most  commodious  structure  that  now  stands 
on  Elm  Street,  and  the  men  who,  under  the  super- 
vision of  Dr.  Seaver  and  Dr.  Anderson  and  their 
assistants,  are  engaged  in  securing  that  sound  body 
for  the  habitat  of  the  sound  mind  are  ten  times  as  many 
as  in  the  old  days.  This,  too,  in  spite  of  the  addi- 
tional outside  interests  that  have  developed  within  the 
last  decade. 


LAWN  TENNIS. 


627 


-d 

12 

•d 

J 

rt 

> 
rt 

i 

4 

13         3 

13 

> 

3 

X 

a 

>" 

>• 

> 

S           £ 

£ 

X 

0 

0 



-—— ■ 

a 

a 

a. 

1     -i 

_3 

0 

1 

<u  c 

0  . 

D. 

a 

CJ 

a  2 

055 

> 

6< 

<| 

O^g. 

rt 

S  >    a 

u 

H< 

^x 

xi, 

J^" 

^^ 

^■[5 

feM  uK 

6^^ 

wd- 

-d 

> 

in 

13 

(9 

>, 

•d 

/" 

K 

-ti 

TJ       -d 

Ul 

rt 

<i3 

.5 

K 

^ 

>< 

>< 

2        « 

i 

X 

1 

^ 

d 

d 

•X 

K      X 

>< 

1- 

_o 

Q. 

0. 

s 
g 
> 

44 

Hi 

13 

C 
14 

c 

CO           f/2 

c 
0 
w 

0 

?- 

0 

< 

(^ 

P^ 

A 

(/5       [/i 

5 

<" 

•-i 

W 

^ 

^ 

0 

eu      cu 

K 

fa 

_> 

"E  rt  •=  0 

i 

c. 

Q. 

a  5 

=  S     n  3) 

II 
«  1 

s" 

= 

vi 

-a 
c 

& 

•a 

c 

« 

C 

■a 
c 

rl 

H.I 

■5  c 

i  2 

■^  a    ■"  c 
ll   1-2 

§2 

^  0 
«■? 

re   0 

(1,1: 

*« 
> 

0 

0 
H 

0 

H 

.S  a 

11 

£5 

UJOh 

.S  ^ 

xS, 

> 

OT 

rt 

C  01 

J 

Cfi 

ty5 

1^ 

irt 

•—1 

u'5) 

"2 

00  d 

CO  A 
-    a. 

^~  «< 

1 

III 

111 

to  H      M 

.St;   .E-a 
"2  S  "3  3 

5 

ti 

c 

=  3 

c     . 

>< 

d 

J^' 

J^" 

H^S 

OHl 

.JH  >ji 

KS 

<^aJ 

c 

e 

c        c 

c 

c 

c 

c 

c        c 

c 

B 

0 

0 

0        0 

0 

0 

B 

C 
0 

U 

g 

c 

U 

U 

U       U 

U 

u 

0 

0 

0 

c 

g 

c"        = 

g" 

c" 

rt 

> 

> 

>         > 

>• 

> 

O, 

'd" 

-a 

"O 

rt 

n         n 

rt 

rt 

0 

0 

n 

K 

X 

X        X 

s 

X 

^ 

■^ 

^ 

s 

s 

»         » 

s 

» 

rt 

« 

<u 

<U             V 

0 

u 

ffi 

s 

s 

:z; 

^ 

:z;     ;z: 

^ 

!z; 

o> 

4 

4. 

(> 

d 

d 

2 

<y?  f^ 

0 

1^ 

00  ^ 

vO    i 

Ij; 

1^ 

Q 

>— > 

u 

0 

0 

0 

0 

0     c 

0 

0 

628 


YALE. 


> 

c 

o 

"rt 

_5J 

K 

K 

m 

>< 

>- 

= 

o 

-□ 

<u 

u 

e 

> 

o 

►3 

2 
Ej 

O 

CO 

U 

E 
o 

H 

< 

< 

O 

o 

o 

Q 

d 

t^ 

^ 

§ 

«« 

s 

S 

CO 

5-5 

«   1 


w§ 


g"? 


PncTj  Wffi 


fe 

Si 

-oH 

c 

•a 

-n 

t: 

e 

5 

o-o 

s« 

•a  4, 

UH       Uc/2       CW 


EK 

-r.^ 

-a -a 

£■« 

c  S 

(&  G 

<u  hfl 

^  M 

^.•a 

o  o 

^a 

ff« 

&w 


M  J-  M  o  I- 


i^"..,'"     -^  ~.ru-.«j  „r'2    ■" 

S  ^  -a     fe-a  ^  "oSo    ^SS    S-2    tj] 

P^^-S  S-g^  'H'-  P  "t^H  ^f^^  0*|  0l  &  fi^< 

rt'^_a  -^a^.  ffiw'j!;  dtq^-  cwp;  cuKk  o,ffi^_  a;^.^ 

1^'  >-^<j-A  S<H^S<d  uffi'pi  doJ^  dffii-; 


f^'^: 
j^". 


UNIVERSITY  OF  CALIFORNIA   LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  belo^v. 


JUNO  6 198* 


Form  L9-Series  4939 


,v 


V 


,b 


rt) 


LD6337   .W444y 


L  009  617  729  0 


^ 


I ITHFRN  REGIONAL  LIBRARY  FACILITy 


iIiIIiiIiiIIm  III 

AA       001  341  254        9 


<s^<scSMs:ss:*ssss^ 


«§?w;m!^^^^i$^ 


^P 


